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East Midlands Assistant Practitioner Project

Assistant Practitioner Toolkit

Developed by Mary Wilson East Midlands Assistant Practitioner Project Manager in

association with the East Midlands Assistant Practitioner Project Working Group.

www.eastmidlands.nhs.uk

www.eastmidlands.nhs.uk/about-us/hqw

Assistant Practitioner Toolkit 2

AcknowledgementsThe Project Manager, Mary Wilson, would like to thank

East Midlands Assistant Practitioner Steering Group for

contributing to the successful development of this toolkit

by their support, experience and guidance. This includes;

Richard Ansell, Karen Adcock, Kerry Gulliver, Pippa Hodgson,

Sue Hepworth, Cate Hollinshead, Helen Smith and Chris

Sutcliffe.

The Project Manager would also like to thank the Project

Working Group. These colleagues again represented each

Health Community across the East Midlands and were

nominated by the Workforce Leads. They assisted in the

development of this toolkit with their valuable contributions,

insight, expertise and resources. This includes: Christina

Austin, Julie Bellm, Bridget Hoad, Dianne Panter, Helen

Smith, Jackie Brocklehurst, Joy Simpson, Karen Johnston,

Karen Hill, Maggie Coe, Martin Tierney, Nicky Fothergill,

Ruth Auton, Sharan Watkinson, Sheila Hawkins, Una

Wisdom and Joan Peel.

The Organisations represented were:East Midlands Strategic Health Authority•

East Midlands Workforce Deanery•

Skills for Health•

Lifelong Learning Network•

Derbyshire Health Community•

Leicestershire Health Community•

Lincolnshire Health Community•

Northamptonshire Health Community•

Nottinghamshire Health Community•

East Midlands Ambulance Service•


Contents of ToolkitProcess of Assistant Practitioner Development . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Introduction to Assistant Practitioner Toolkit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

Purpose of the Toolkit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

Person Centred Workforce Planning and Service Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

Developing an Action Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

Developing an AP Job Description . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19

Education and Training including Continuous Professional Development (CPD) . . . . . . . . 23

Assessment, Monitoring and Ongoing Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26

Recruitment, Selection and Retention . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28

Support in Practice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29

Evaluation of Role . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33

The implementation process for the AP role . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36

Frequently Asked Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38

Useful Links . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44

Glossary of Terms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46

Appendices Content . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53


Section Contents of Toolkit

Appendices ContentPresentation A Lincolnshire

Presentation B Assistant Practitioners

Presentation C Foundation Degree & Assistant Practitioners

Appendix 1 Case Studies

Appendix 2 Trainee Assistant Practitioner Job Description

Appendix 3 Assistant Practitioner Job Descriptions

Appendix 4 Mapping Exercise

Appendix 5 Sample Foundation Degree

Appendix 6 Assistant Practitioner Code of Practice

Appendix 7 Mentorship Model

Appendix 8 Assistant Practitioner Framework

Appendix 9 Assistant Practitioner Development Day Agenda

Appendix 10 Recruitment Guidance

Appendix 11 Interview Questions for Assistant Practitioners


Section Process of Assistant Practitioner Development

Process of Assistant Practitioner Development

The Implementation Process including Promoting the Role

Evaluation of the Role

Assessment, Monitoring and Ongoing Review

Support in Practice(For Assistant Practitioner, Mentor and Manager)

Recruitment, Selection and Retention

Education and Training including Continuous Professional Development

Developing an Assistant Practitioner Job Description

Operational Strategy for Implementing the Role(Action Plan)

Person Centred Workforce Planning and Service Activity


Section Introduction to Assistant Practitioner Toolkit

Introduction to Assistant Practitioner ToolkitThe Assistant Practitioner (AP) Toolkit has been produced

by the East Midlands Project Working Group supported

by the Project Manager to assist in the development of

the AP role across the East Midlands. One of the key

outcomes of developing this toolkit is to provide guidance

to health communities, organisations, service managers and

professional leads in implementing the National Assistant

Practitioner Framework within the East Midlands and

to underpin the achievement of education and training

programmes at academic Level 5 on the Qualifications and

Credit Framework1. Foundation Degrees sit at academic

Level 5 in this framework and whilst reference is made to a

Foundation Degree in this document, this is interchangeable

with other qualifications at the same level.

1 http://www.qcda.gov.uk/8150.aspx

The AP role is evolving as part of the National Health

Service (NHS) modernisation programme. The range and

numbers of APs are increasing nationally, as are the scope

of activities undertaken. Across the East Midlands, this

innovative role has been successfully developed to support

staff recruitment in response to shortages of registered

practitioners and rapidly changing service demands requiring

new teams and roles which reflect new care pathways and

government-driven initiatives, e.g. A Health Service of all

Talents: Developing the NHS Workforce (DOH, 2001), Darzi

report High Quality Care for All (DOH, 2008). Department

of Health (DOH) (2008) A High Quality Workforce: NHS Next

Stage Review.



What is an Assistant Practitioner?“An Assistant Practitioner is a worker who competently

delivers health and social care to and for people. They

have a required level of knowledge and skill beyond that

of the traditional healthcare assistant or support worker.

The Assistant Practitioner would be able to deliver elements

of health and social care and undertake clinical work in

domains that have previously only been within the remit

of registered professionals. The Assistant Practitioner may

transcend professional boundaries. They are accountable

to themselves, their employer, and, more importantly, the

people they serve”.

Core Standards for Assistant Practitioners in England (2009)2

2 www.skillsforhealth.org.uk

AP’s work in a variety of areas and undertake various roles

including ward based positions, Primary Care, Mental

Health, Imaging or Healthcare Sciences and across disciplines

(e.g. Rehabilitation AP who may demonstrate skills in both

nursing and physiotherapy). Roles equivalent to APs are also

a growing feature of the independent sector. Background

experience in healthcare and the ability to study at academic

level 5 is essential as the role involves developing and

demonstrating competence in more complex clinical skills,

a higher level of knowledge and critical thinking skills to

support the responsibility of managing a patient workload,

as well as a level of independent decision making.



Whilst AP roles vary dependent upon the service in which

they are based, it is important that all roles are developed

within an agreed common framework in order to establish

a universal level of expectation across all roles, organisations

and health communities. To ensure equity of the role,

APs need to achieve core competences and transferable

accreditation of learning.

An AP working at level 4 of the Career Framework3

may supervise and can delegate to others•

may have specialist clinical skills and possess a high •

degree of technical proficiency

plans straightforward tasks and works guided by •

standard operating procedures and protocols

possesses in depth knowledge of role and is aware of •

wider healthcare issues.

Nationally Transferable Roles (2009)4

3 http://www.skillsforhealth.org.uk/workforce-design-development/workforce-

design-and-planning/tools-and-methodologies/career-frameworks.aspx


design-and-planning/competence-based-workforce-design/national-transferable-

roles.aspx


Section Purpose of the Toolkit

Purpose of the ToolkitHealth Community Workforce Plans increasingly reflect the

need for AP roles across the East Midlands. However, in the

absence of registration, regulation or statutory guidance

for defining and developing the role, inconsistencies

exist in expectations of the role in terms of delegation,

accountability and levels of AP competence.

This toolkit has been designed to help health communities,

organisations, services and managers to develop this role.

It can be used in its totality or specific sections accessed.

Key components are outlined and guidance and resources

provided for successful development and implementation.

The Core Standards for Assistant Practitioners (Skills for

Health 2009)5 and Nationally Transferable Roles (Skills for

Health 2009)6 underpin this toolkit and provide necessary

information for each stage of AP role development. Links

to additional resources are included. It will be available

electronically following the launch on the 30th March

2010 via East Midlands Workforce Development website.

Reference is made to the recently launched national

guidance and sample resources developed across the East

Midlands are available as Appendices to support the use of

the toolkit.

5 http://www.skillsforhealth.org.uk/~/media/Resource-Library/PDF/Core-Standards-

for-APs.ashx


design-and-planning/competence-based-workforce-design/national-transferable-

roles.aspx


www.skillsforhealth.org.uk/workforce-design-development/workforce-design-and-planning/competence-based-workforce-design/national-transferable-roles.aspx




Section Purpose of the Toolkit

Effective use of the toolkit will result in increased numbers of

APs able to access education and training appropriate to the

role. This will increase the profile, clarity and transferability

of the role resulting in APs feeling more supported to

undertake this substantial role supporting professional staff

in care delivery.

The long-term effect will be:provision of improved patient care (Within this •

toolkit the term patient will be used in this context to

determine patient, client or service user)

increased support of patient focused care•

improved access to services•

increased productivity•

increase job satisfaction•

to enable career progression for Bands 1-4•

increased staff retention•


Section Person Centred Workforce Planning and Service Activity

Person Centred Workforce Planning and Service ActivityOne approach may be a review of the care pathway

which7 should be initially undertaken to identify each

step of the patient journey and the specific competence/

staffing requirement to support it, as recommended in Core

Standards for Assistant Practitioners Skills for Health (2009)

Core Standard 18. Going through the following stages of

workforce planning will help identify the gaps in service

delivery and subsequently ensure that the AP role has been

identified correctly. It should also identify role/competence

changes for other members of the team.

7 http://www.dh.gov.uk/en/Healthcare/Primarycare/Treatmentcentres/DH_4097263

8 http://www.skillsforhealth.org.uk/~/media/Resource-Library/PDF/Core-Standards-

for-APs.ashx

Review of Current EstablishmentIdentify the key drivers for change•

Identify the population that will be affected by any •

change

Identify the changes that are happening to that •

population

Consider what potential impact these changes may •

have on service demand

Identify developments and trends that may impact on •

the service provision

Identify potential improvements needed to current •

service delivery e.g. less delays, blockages removed,

faster access

Consider if there are opportunities to re-design •

service provision

Identify the current care pathway in place •



Review and develop the care pathway to meet •

emerging needs

Identify all service elements of the pathway that the •

patient might need

Be courageous, avoid being confined by current •

organisational or professional boundaries at this

stage

For each element of the pathway, identify the •

competences required as well at the related

knowledge and skills that will be needed to deliver

that service element

Decide what level of competence is needed for •

each element e.g. does it need to be at a basic level

(up to NVQ 3), or perhaps at an intermediate level

(equivalent to a Higher Diploma or first degree) or

possibly at an expert or specialist level (postgraduate)

Elements may need a combination of levels and if

this is the case think about the proportion needed

between basic, intermediate and expert

Consider the combined ratios of basic, intermediate •

and expert competences across all the service

elements and envisage the broad “shape” of the

workforce you may need

Consider which competences can be linked and •

combined together to shape the roles needed for the

delivery of service

Again be courageous and challenge traditional •

perceptions and role definitions

Compare the current roles within the service delivery •

team with the new roles identified above and

consider the differences between them

Identify the potential impact on current staffing levels •

/ skill mix and team profiles



• Identify whether there is a need to develop the role

of an assistant practitioner to support and deliver the

future service

Consider if any current roles also need to be •

broadened or extended

If developing an AP role, identify if there are similar •

roles nationally (Link to Skills for Health Website) or

locally

Consider whether the new AP role will be profession •

specific or more generic

Consider how APs will be trained and supported to •

become competent in their new role

Consider the time, resources and finances that will be •

needed to develop the role

Consider required changes to working practices and •

the potential impact on capacity and productivity

Anticipate the potential impact on existing staff in •

introducing a new role

Consider the interface across professional or •

organisational boundaries

Identify the partnerships that will need to be •

developed and who will need to be consulted with to

develop and implement the role

www.skillsforhealth.org.uk



Business Plan FrameworkA business plan will provide justification for undertaking a

particular project. It will identify and balance the anticipated

benefits and savings to be gain against the potential costs and

risks of developing and implementing a change or new product.

To support the development of an AP role, the

business plan should:

Specify the reasons for needing to develop, •

implement and support the AP role

Identify the options that have been considered and •

how developing an AP role has been identified as the

preferred option

Identify all the benefits expected from developing •

and implementing the AP role and how these will be

measured

Identify potential risks e.g. to service delivery, impact •

on other team members, financial risks, as well as

considering possible strategies to reduce the impact

of these risks

Estimate costs (include financial costs as well as time •

and staff resources)

Estimate timescales (include both development and •

implementation of the role)

Identify how the project outcomes will be •

benchmarked and evaluated

Identify reporting mechanisms•

The business plan needs to be understood and agreed by

the key stakeholders. This should ensure there is senior

commitment to progressing with the development and

implementation of the AP role as well as being part of the

on-going monitoring of progress.

In developing your business case you may want to

consider the following :



How could the Assistant Practitioner Support?Crisis resolution?•

Discharge planning?•

The development of advanced practitioners?•

Self-Care/Self Management?•

Improved access to services?•

Person centred care?•

Improved clinical outcomes?•

Health Promotion Activities?•

When Developing the Role Determine:What client / patient groups will benefit?•

How many AP’s will be needed?•

Where will they be needed?•

When will they be needed?•

Who needs to be involved?•

What education model is appropriate?•

Who will lead the AP project?•



Consider:Lead person in organisation to support overall AP project•

Management of the change in workforce•

Engage staff side in the early stages•

Clinical governance changes that may be needed to •

support new ways of working

Accountability and delegation•

Staff capability to work with competence-based •

workforce planning

Make up of team to deliver competences•

Support mechanisms in clinical environment to •

support the role

Assessment of outcomes in the workplace•

Identity of AP whilst training•

Gaining student status for AP•

Appropriate contracts to reflect role/training status•

APs who are unable to complete education/training •

programme

Transfer of qualified AP to and from other trusts•

Agreement across the Health Community•

Value /cost /saving•

Include the following elements:Needs to go through the grading process for the •

Organisation.

Payment whilst training needs to be considered some •

Organisations use Annexe U pay grading system,

others pay an Agenda for Change Band below whilst

training and full banding when qualified.

Impact and rational for AP role - How will it affect •

what you deliver?

Determine how the role fits in with organisational •

strategy/vision? Does it support existing policies?

Board/ key stakeholder briefings•



Funding for the RoleOrganisations have to determine sustainable funding source

to employ, develop and support APs: this should include

formal educational provision once this has been determined

and obtained as well as:

Work based learning support•

Work based teaching and assessment costs•

Succession planning•

Preceptorship•

External funding sources supporting the development and

sustainability of this role maybe available. (Contact Local

Health Community Workforce).

Resources

Research articles and journals•

Professional Guidance re Supervision, Delegation and •

Accountability9 10

Local policies and procedures e. g Code of Practice •

(See Appendix 6 )

Local protocols•

Workforce plans•

Case Studies • (See Appendix 1)

AP Presentation•

Nationally Transferrable Role• s

9 www.nmc-uk.org.uk

10 www.rcn.org.uk



Section Developing an Action Plan

Developing an Action PlanIn preparing your action plan, take into account the

following:

Objective• – what are you trying to achieve by taking

action?

Benefits• – consider service users, partner services

and organisations.

Priority• – consider whether the issue requires urgent

attention or there are other issues which need to be

addressed first.

Timescales and milestones• – consider when the

actions should take place and also whether other

issues need to be addressed first i.e. what are the

constraints to completing the task and achieving your

objectives.

Financial and other resources• – consider the

financial cost of undertaking the action, as well as

the financial implications of not taking action and

identify possible sources of funding.

Responsibility• – consider who will be responsible

for implementing the actions and who will be

accountable for making sure this happens.

Measuring success• – what will ensure your

objectives are achieved and what will you use to

measure successful outcomes. You will also need to

identify a monitoring strategy to ensure you have

a process for reviewing whether actions have been

implemented and objectives achieved.

Reporting mechanisms• – who needs to know how

well you are doing in progressing your plan.

Escalation procedures• if difficulties arise which

cannot be resolved.


Section Developing an AP Job Description

Developing an AP Job DescriptionThere will be core elements to all AP Job descriptions

which will vary in importance dependant on the areas

in which they work. National guidance supports the

development of an AP job description in the following

ways:

Includes the following AP characteristics regardless •

of their area of work as identified by Skills for Health

(2009)(See Diagram below)

May have specialist

clinical skills e.g.

•Spirometry

•Female

catheterisation

•Monitoringlong

term conditions

•Continenceadvice

and referral

•Assessment

for equipment

and therapeutic

interventions

• Injections

High degrees of

technical proficiency

Makes judgements

requiring a

comparison of options

Plans straightforward tasks and works guided

bystandard operating procedures and protocols

Works to agreed protocols

Exercises a degree of autonomy depending upon

the complexity and risk of procedures being

undertaken

Prioritises own workload

May be responsible for planned, delegated care

Undertakes well defined tasks requiring limited

judgement

Delegates to others

May supervise others

Evaluates practice and suggests changes to

improve patient care

Undertakes the ongoing supervision of the routine

work of others

Takes some responsibility for the training of others

and may deliver training

In depth knowledge

of role

May include

cross professional

knowledge

Legal and ethical

Aware of wider

healthcare issuesPersonal & Professional

Leadership

Process Knowledge

Contextual Knowledge

AssistantPractitioner



It also recommended that all AP job descriptions

Reflect the indicators at level 4 of the Career •

Framework11

Includes national AP standards that identify core •

competences

Specific competences and skills required will be dependent

on the role undertaken by the AP as identified previously

having reviewed the care pathway12. The Job Description

(JD) should identify the requirements for a capable, fully

qualified AP and reflect the full scope and range of the role

they need to undertake. Consideration does however need

to be given to the role that the AP can undertake whilst

they train and develop their skills. An example of a JD for a

trainee AP role is included (Appendix 2).

The following considerations should be included.



12 http://www.dh.gov.uk/en/Healthcare/Primarycare/Treatmentcentres/

DH_4097263

www.dh.gov.uk/en/Healthcare/Primarycare/Treatmentcentres/DH_4097263

www.dh.gov.uk/en/Healthcare/Primarycare/Treatmentcentres/DH_4097263



What will the role look like? Who will decide?Refer to core standards for APs• 13

Specify competences that they need to achieve•

Identify the tasks, which need to be undertaken to •

achieve competences

Identify skills required to undertake the tasks•

What will they do? What responsibilities will they •

have?

Consider the level of decision making•

Clearly decided levels of accountability•

What are the boundaries of the role / scope of practice?•

Will they have a caseload?•

How will the role impact on patients?•

What skills do they need to start role?•

What else will they need to develop the role?•

Consider how is the role constructed•

Consider how it fits into other roles•

Review the job descriptions of other team members•

Determine where the APs will work whilst training•

How will it affect the team structure?•

What resources will be needed?•

How will activity data be collected?•

Link to organisational appraisal processes i.e.KSF•

When will it be reviewed?•

Developing New Job DescriptionsSee Core Standards for AP role• 14

See Nationally transferable roles (Skills for Health •

2009)15

13 http://www.skillsforhealth.org.uk/~/media/Resource-Library/PDF/Core-Standards-for-APs.ashx

14 http://www.skillsforhealth.org.uk/~/media/Resource-Library/PDF/Core-Standards-for-APs.ashx

15 http://www.skillsforhealth.org.uk/workforce-design-development/workforce-design-and-planning/competence-based-

workforce-design/national-transferable-roles.aspx







Reviewing job descriptions of existing APs (For Example See Appendix 3)

Use competence mapping document• 16

Resources

Core Standards for Assistant Practitioners• 17

Career Framework Indicators• 18

Core Job Description mapped to KSF • (See Appendix 4)

Research into existing roles•

Professional Guidance•

16 www.skillsforhealth.org.uk

17 http://www.skillsforhealth.org.uk/~/media/Resource-Library/PDF/Core-

Standards-for-APs.ashx




Section Education and Training including Continuous Professional Development (CPD)

Education and Training including Continuous Professional Development (CPD)Identified in the National Framework for APs

The education and training of APs should support •

the development of a practice focused, competent

individual.

The AP should be enabled to develop within their •

role and progression routes should be available.

Standard 3 Core Standards for Assistant Practitioners (Skills for

Health 2009)

The national framework also identifies that APs should

attain accredited education at level 5 of the Qualification

and Credit Framework19 i.e. Foundation degree or equivalent

developed in partnership with employers20 (See Appendix

5). It is expected that attaining an accredited academic

level 5 qualification will take approximately two years.

Education and training should be flexible, responsive to

employer demand and need and include the development

and assessment of performance and knowledge. Foundation

degrees are designed and delivered in partnership with

employers and combine work based learning with academic

study. They should reflect the needs of the role and consist

of core and specific work based modules reflecting differing

educational and competence needs to support the various

AP roles.

19 www.qcda.gov.uk/8150.aspx

20 http://www.qaa.ac.uk/academicinfrastructure/FHEQ/EWNI08/default.asp#p4.2



When developing an accredited academic level 5 programme consider

Development of structured, accredited learning •

activities, delivery models and awards

Development of modular learning and pathways to •

enable transfer across traditional “professional” and

organisational boundaries

Provision of work-based learning•

Delivery of education by registered practitioners•

Creation of learning agreement and establishment •

of support mechanisms e.g. mentors, work based

trainers, assessors, roles and responsibilities for

employer, education providers, protected learning

time, resources for work based learning and access to

computer / library facilities

Consider methods of assessment and range of •

assessment processes to meet academic and

competence needs

Quality assurance of education and learning•

Agreement of entry / access requirements•

Develop pathway to enable access to higher •

education (Study Skills)

Determine means of providing accreditation of prior •

learning for experienced staff

Gaining validation/centre approval for qualification•

Develop and agree accreditation, which is •

transferable across Higher Education Institutions

(HEIs) and organisations

Identify overall numbers required, cohort size, timing •

of academic and work based learning delivery

Development of commissioning processes and Service •

Level Agreement

Consider employer preparation and understanding•



Resources

Guidance for Employers re FD’s• 21

Skills for Health FD framework• 22

Educational models and recommendations•

Bridging modules to access FD for existing APs•

Example of presentation re Foundation Degree and •

AP Development (See Presentations in Appendix)

21 http://www.fdf.ac.uk

22 http://www.skillsforhealth.org.uk

Additional ConsiderationsProportion of learning, APEL process, study time, •

student status, bridging modules e.g. additional NVQ

modules

In house training - accreditation•

Other accredited training•

Alternative ways of learning e.g. conferences/•

seminars

How learning fits into skills escalator•

Career framework pathways•

Mapping education and training to identified •

competences & job descriptions

Consider attrition or failure•


Section Assessment, Monitoring and Ongoing Review

Assessment, Monitoring and Ongoing ReviewThe AP should be working at level 4 of the Career

Framework23. (The Core Standards for Assistant Practitioners

Skills for Health 2009) Core Standard 424.The AP role should

be supported as a new way of working which complements

other roles within teams. The purpose of the role is to

provide person centred care that is safe, timely, accessible

appropriate and effective. To ensure effectiveness, the AP

should achieve core and specific competences for the role

within an agreed assessment process including ongoing

review. Skills (including transferable skills) needed to achieve

the competences for the AP role, should be identified and

supported by underpinning knowledge gained through the

relevant education and training.



24 http://www.skillsforhealth.org.uk/~/media/Resource-Library/PDF/Core-

Standards-for-APs.ashx

The following should be included:

Identify the competences needed in practice•

Determine and agree assessment strategy to meet •

academic and service requirements for identified

competences

Work to a job description•

Develop skills log/ competence document•

Develop a portfolio•

Complete PDR and KSF•

Provide ongoing AP feedback•

Develop and agree a “competence passport model”• 25

to ensure transferability (local and national)

Provide regular individual meetings with managers•

25 http://www.skillsforhealth.org.uk/~/media/Resource-Library/PDF/SfH-Skills-

Passport.ashx


Section Assessment, Monitoring and Ongoing Review

Examples of Different Methods of AssessmentFeedback from professional staff and patient/user/client•

Reflective accounts from AP•

Direct observation•

Witness statements•

Peer feedback•

Case studies•

Presentations•

Assignments•

Resources

Competence Passport / Document• 26

26 http://www.skillsforhealth.org.uk/~/media/Resource-Library/PDF/SfH-Skills-Passport.ashx


Section Recruitment, Selection and Retention

Recruitment, Selection and RetentionCandidates who have the capability to undertake the job

should be recruited to an appropriate post of employment

and training programme. (See Core Standards for Assistant

Practitioners Skills for Health (2009) Core Standard 2.)

Following the decision to recruit APs, the selection criteria

needs to be determined. For existing support workers,

their current academic level needs to be identified along

with their previous commitment to Continued Professional

Development (CPD). The ability to undertake learning at

academic level 5 needs to be assessed. Determining the

level of existing experience and how it fits into the new role.

Suitable learning opportunities to equip potential students

to apply for Assistant Practitioner posts need to be available.

Also, new AP roles require early planning with links with HR

to support the development of a new AP model to respond

to the needs of the service.

How will they be recruited?Where will you advertise?•

Who will be recruited - existing or external staff?•

How many will be recruited?•

What selection criteria and selection process will be •

used? e.g. may consider assessment centres, open days,

Will you recruit internally or externally?•

How will potential internal applicants be prepared for •

their new role

Who will select? e.g. use a mixture of organisational •

and HEI staff

Who will interview?•

Resources

Recruitment Guidance for Managers • (See Appendix 10)

Sample Interview Questions • (See Appendix 11)


Section Support in Practice

Support in PracticeManagers need to address issues surrounding delegation

and accountability ensuring that local policies, procedures

and protocols are put in place to support these. AP roles are

not developed in isolation and their creation, training and

acceptance into practice impact on the team as a whole

and the overall service delivery. Professionals supervising the

development of APs require training themselves in order

to prepare for supporting, training educating, mentoring

and assessing APs. (See Appendix 7). Opportunities for

professionals need to be available to help ensure that new

roles are seen as improvement to patient care and a career

advancement opportunity for them as individuals rather

than additions to their role. This also requires skills in co-

ordinating care activities and of supervision and delegation

as directed by their professional organisations e.g. (NMC

2008).”Advice on delegation for registered nurses and

midwives”.27 Detailed understanding of the content

and requirements of AP training is essential to enable

professional staff to confidently delegate appropriate work

and responsibilities to APs.

27 http://www.nmc-uk.org/aArticle.aspx?ArticleID=4009

To support newly qualified APs, a period of buddying/

support in line with local policies will be required. DOH 2009

Preceptorship Framework for Nursing28 is an example of

good practice in this area.

28 www.dh.gov.uk/publications



Ways of supporting AP, professional staffUse a reflective diary’s to support AP practice•

Enable access AP group for peer support •

Develop mentor preparation and support (Groups)•

Challenge traditional perceptions, role definitions, •

consider clinical governance requirements,

accountability and delegation

Make clinical supervision available for professionals •

and APs

Share good practice across Trusts and health •

communities

Identify support for teams embracing the new role•



Information required for Work Based Supervisors for Trainee Assistant Practitioners in PracticeSupervisors of trainee APs will need guidance and it is

recommended that an information pack is provided to

support their role:

Suggested Contents to Include

Introduction•

Why we need APs•

Benefits of being a work based supervisor•

Identify the support available for the work based •

supervisor

Identify the aims of the Assistant Practitioner training •

programme

Timetable of the AP education programme•

The design of the AP education programme•

Management and organisation of AP programme•

The role and function of the work based supervisor•

Trust requirements of APs•

How to address concerns about a trainee AP•

Learning resources & computing services•

Useful contact numbers•

What if AP’s withdraw from the programme?•

Reflective tool•

References, further reading and acknowledgements•



Information for Trainee APsAPs will need guidance in practice and it is recommended

that an information pack is provided to support their role:

Suggested contents to Include

Introduction•

Why we need APs?•

Overall aims of the AP training programme•

Management and organisation of training •

programme

Timetables•

Support from education provider•

Attendance at work based learning sessions•

Trust requirements for APs•

Support from work based supervisor•

Support from manager•

Peer support mechanisms•

Available learning resources and computing services•

Equal opportunities•

Withdrawal from programme•

Acknowledgements•

Additional Resources

Local preceptorship framework• 29

Local policies and procedures•

Job Description and KSF • (See Appendix 3)

Protocols and guidelines•

Local mentorship models • (See Appendix 7)

Local AP Code Of Practice • (See Appendix 6)

Access profession specific Code of Practice for •

example30

29 http://www.lpct.nhs.uk/Documents/About%20Us/Policies/Clinical-Provider%20

Services/GuCPS001%20Preceptorship%20Framework.pdf

30 www.sor.org

http://www.lpct.nhs.uk/Documents/About%20Us/Policies/Clinical-Provider%20Services/GuCPS001%20Preceptorship%20Framework.pdf

http://www.lpct.nhs.uk/Documents/About%20Us/Policies/Clinical-Provider%20Services/GuCPS001%20Preceptorship%20Framework.pdf


Section Evaluation of Role

Evaluation of RoleHow will you know that implementation was successful?The aim of evaluating the AP role is to identify their impact

on the service in supporting the care pathway as supported

by National Standards for Assistant Practitioners Skills for

Health (2009) Core Standard 1.

This may involve obtaining the following information:

What activity do the APs undertake?1.

How does the role support practitioners?2.

How do patients/users experience the service?3.

Were APs and professional staff adequately prepared 4.

for the introduction of the role?

How has the service benefitted from the AP role?5.

Have the benefits identified in the business plan been 6.

achieved?

Information to inform evaluation should be identified

and collected from the onset of developing the AP role.

Initial evaluation will include feedback on the effectiveness

of the implementation of the role in preparing patients,

professionals and APs and will include the following

considerations.



For ServiceReview business case•

Have strategic targets been affected?•

What has the impact on patients been? This needs to •

be evaluated against the care pathway

Has the quality of the patient experience improved?•

Is it easier to access the service since appointing APs?•

Has care delivery been affected?•

Is the AP role being utilised effectively?•

Has the service improved? e.g. fewer complaints, •

reduced waiting times, data activities,

Key performance indicators improved e.g. breast •

feeding rates, attendance at reviews and uptake of

services

How has the role impacted on the service provided by •

the care team?

Were patients made aware of the role and the service •

an AP could provide?

Have more compliments been received?•

Any changes in untoward incident reporting•



For the care teamBy having an AP, has this allowed other practitioners •

to work in different ways?

Has the capacity of the team been affected?•

Were AP’s adequately prepared to undertake the •

role?

Were professionals adequately prepared to manage •

the role?

What is the impact of AP role on other practitioner •

roles with the MDT?

Have sickness, absence/retention rates increased/•

decreased?

In additionRecommendations for continuation and further

development of the role and resources to support it should

be included using;

Existing evaluation tools•

Development of satisfaction questionnaires•

Collection of activity data•

Practitioners feedback•

Patient and AP Feedback•


Section The implementation process for the AP role

The implementation process for the AP rolePreparation for the RoleRegistered staff take a lead role in providing care to patients

and will delegate a number of activities to the AP in

accordance with the agreed job description to support the

care pathway. For the role to be accepted and understood, it

is important that they and other members of the care team

are involved and included at each stage of developing and

implementing the AP role.

When implementing the role, robust processes and

procedures to deliver targeted information should be

developed and the following considered:

How will the role be accepted and understood?

Gain staff side support of role early in the process•

Gain HR support and advice early in the process•

Arrange marketing for the role e.g. internal •

knowledge management bulletin

Promote the new role at existing forums•


Section The implementation process for the AP role

ProcessesIdentify key stakeholders•

Ensure all staff involved in implementing the role are •

well prepared and supported

Produce a clearly defined communication strategy •

and action plan to raise awareness of AP role and

function to promote understanding of the role

Identify champions to take the role forward•

Use existing Assistant Practitioners to promote role•

Identify what information needs to be relayed•

Identify appropriate forum to provide information •

about role

Utilise existing forums e.g. Practice Learning Teams to •

promote understanding of the role

Arrange road shows•

Identify working groups to support the •

implementation process

Ensure protocols are developed and clinical •

governance issues are resolved

Hold monitoring meetings•

Ensure HEI / Education provider support is available •

within the work place

Ensure that education and training is work based•

HE provider support in practice - existing and new •

models

Identify risks of role implementation•

Address any issues raised•

Preparation in practice•

Arrange a role development day • (See Appendix 9)


Section Frequently Asked Questions

Frequently Asked QuestionsWhat is an Assistant Practitioner?The Assistant Practitioner role is a relatively new role in

Health and Social Care, which commenced nationally and

locally in 2001. Within the East Midlands in 2009 there are

a number of Assistant Practitioners within Nursing, Imaging,

Rehabilitation and Bio-medical sciences, Mammography

and Stroke Assisted Discharge in Acute Trusts and in School

Nursing, Health Visiting, Community Physiotherapy and

Community Rehabilitation which includes working across

professions in Primary Care.

Some Key Facts about the Role:It has been developed and designed around the •

needs of service and patients / service users

The skills, knowledge and competences can cover a •

range of professional backgrounds

It is designed to provide a high level of support to a •

variety of roles

Requires additional education and training to a •

higher level than previously accessed by Support

Workers. This is a Foundation Degree (Fd) or

equivalent



The role will support career modernisation e.g. the transition

to Degree level nursing from 2011 by providing Band 4

Assistant Practitioners who access qualifications to progress

to degree level study.

According to National Standards for Assistant Practitioners

Core Standard 3, Skills for Health (2009) the education of

Assistant Practitioners should be work based and employer led.

Whilst in training trainees should be recognised as learners and

be supported to develop their newly acquired skills as part of

the care team.

The education and training of Assistant Practitioners should

be at level 5 of the Qualification and Credit framework (QCF)

which is equivalent to Intermediate Level Higher Education

such as Foundation Degrees or Higher National Diplomas

What is a Foundation Degree?Work-based education, training and development •

programme

Higher educational course at diploma level•

Based on the principles of learning at work, in work •

and through work

On average this course takes two years to complete•



What support do Assistant Practitioners need during training?Commonly the ‘trainee’ Assistant Practitioner has one-day

a week dedicated to learning throughout the course. The

remaining days are based in the work place, as the principle

requires the trainee to learn through work.

The trainee is an employee of the organisation in which they

work. They do not usually rotate in the same way as most

students do in the pre registration-training programme.

APs have a named mentor in the workplace to support their

learning needs. This person is an experienced professional who

is dedicated to supporting the ‘trainee’ Assistant Practitioner.

In time, qualified Assistant Practitioners will also provide

support to trainee Assistant Practitioners

Where will they work?The Assistant Practitioner role is about providing direct

or indirect care and / or treatment to people who use

the service of a Healthcare Professional. Current roles

being developed can be found in a range of services e.g.

Community and Intermediate Care Teams Mental Health,

acute Hospital Wards and Departments, GP Practices,

Children’s Services, Maternity, Accident & Emergency,

Radiotherapy, Occupational therapy, Physiotherapy,

Pathology, Radiology and Social Home Care Services.

Assistant practitioners may work generically across 2 or

3 services e.g. Occupational Therapy, Physiotherapy and

Nursing so providing continuity of care for the patient.



What do Assistant Practitioners do?The work of the Assistant Practitioner will vary in accordance to

the professional area in which they work. However, all Assistant

Practitioners will achieve core competences during training as

well as additional training and achievement of competency

in their specialist areas. This will be reflected in their CPD.

However, there are some core principles that apply to these

new posts, which are:

The level of work that an Assistant Practitioner •

undertakes is higher than current support workers

Through ’Agenda for Change’ (pay modernisation) •

the role is generally at Band 4. Registered

professionals in the majority of cases will initially start

their professional careers at Band 5. Current support

workers in most cases will be at Band 2 and 3

Each Assistant Practitioner will be required to •

produce a portfolio of evidence about his or her

skills, knowledge and competences

Each Assistant Practitioner will be required to have •

continuing development to make sure they remain up

to date in both practice and knowledge

Assistant Practitioners may attain the A1 award when •

they are competent and experienced in the role and

have access to NVQ students. This will enable them

to assess other support workers undertaking NVQ

qualifications

Assistant Practitioners will be competent to assist •

in the assessment process both on admission to a

service and on a daily ongoing basis



Will this affect other Pre- Registration Students?No. The support required for pre-registration students

should not be affected. If there is an Assistant Practitioner in

the clinical area in which pre-registration students are placed

as part of the training programme, the Assistant Practitioner

will be able to work with them and support them in their

learning needs. This is because they are experienced in that

particular service area. They will not, however, be able to

undertake formal student assessment of practice.

Is there a target for overall numbers of APs?The role of Assistant Practitioner is being developed locally

and nationally. The plan is to develop more Assistant

Practitioners and the number will rise as the role becomes

more accepted and utilised. In each service area the

numbers will vary depending upon the services assessment

of their workforce competences and needs.

Are Assistant Practitioners registered?No, not yet. However, there is a national drive to ensure

registration of Assistant Practitioners and potentially other

support workers in the next few years. In some professions

there is a requirement for other Support Workers to be

registered. The Assistant Practitioner role would be the first

support role in nursing that will require registration.



Will the Assistant Practitioner be able to progress on the Skills Escalator?Yes. Built into the developement of a Foundation Degree is

the need to identify opportunities for Assistant Practitioners

to progress on a Skills Escalator and access higher level

qualifications. However, the Assistant Practitioner role is

not to be seen as an alternative access route to professional

training.

Are there any general points about the new role that would be useful to know?The Assistant Practitioner role was developed for a number

of reasons, which are:

To increase the numbers of staff available in service.•

To ‘fill the gaps’ in service through providing •

treatment and care in a timely manner i.e. continuous

therapy at weekends

To improve the patient experience•

To provide alternative options for developing a career •

framework for support workers

To provide a non traditional route for developing local •

people into Health & Social Care

To support service development•

To support the development of other professionals •

e.g. Degree Level Nursing


Section Useful Links

Useful LinksAim Higher

http://www.aimhigher.ac.uk/sites/practitioner/home/index.cfm

Aim Higher: information for students at http://www.direct.gov.uk/en/

EducationAndLearning/UniversityAndHigherEducation/DG_073697

Careers Advice

http://careersadvice.direct.gov.uk/

Collaborative Higher Education Alliance

http://www.chea-nmidlands.ac.uk/

Foundation Degree Forward

http://www.fdf.ac.uk

Learning and Skills Council

http://www.lsc.gov.uk/

National Apprenticeship Scheme

http://www.apprenticeships.org.uk/

NHS Careers

http://www.nhscareers.nhs.uk

NHS Employers

http://www.nhsemployers.org

NHS Jobs

http://www.jobs.nhs.uk/

NHS Professionals

http://www.nhsprofessionals.nhs.uk/

www.direct.gov.uk/en/EducationAndLearning/UniversityAndHigherEducation/DG_073697

www.direct.gov.uk/en/EducationAndLearning/UniversityAndHigherEducation/DG_073697


Section Useful Links

Qualifications and Curriculum Development Agency

http://www.qcda.gov.uk/

Royal College of Nursing

www.rcn.org.uk

Skills for Care

http://www.skillsforcare.org.uk/home/home.aspx

Skills for Health

http://www.skillsforhealth.org.uk/

Skills for Sustainable Communities – Lifelong Learning Network

http://www.le.ac.uk/ssclln/

Step into the NHS

http://www.stepintothenhs.nhs.uk/


Section Glossary of Terms

Glossary of TermsAccountability: The principle that individuals, organisations

and the community are responsible for their actions. Health

service providers are accountable to the criminal and

civil courts to ensure that their activities conform to legal

requirements.

Employees are accountable to their employer to follow

their contract of duty and Registered Practitioners are also

accountable to regulatory and professional bodies in terms

of standards of practice and patient care. The registered

practitioner retains accountability for the delegation, and

the support worker is accountable for accepting the

delegated task and the responsibility for carrying out

the task (Providing that the support worker has the skills,

knowledge and judgement to perform the delegation, and

that the delegation of the task falls within guidance and

protocols of the workplace. Also that the level of supervision

and feedback is appropriate. (RCN et al, 2008).

APEL: Accreditation Of Prior and Experiential Learning

(APEL) is a process that enables people of all ages,

backgrounds and attitudes to receive formal recognition for

skills and knowledge they already possess. This can be used

to gain entry to further or higher education courses, give

exemption from certain parts of a new course of study or

qualify for an award in an appropriate subject in further or

higher education.

Assessor: A practitioner who has received expert witness

training or who has a teaching and assessing qualification.

They subsequently assess the competence of others against

a set of agreed criteria.



Assistant Practitioner: Assistant practitioners work at level

4 of the NHS career framework as developed by Skills for

Health. They work across a range of areas not exclusively

with patient contact. In clinical areas they will usually be

managed by a healthcare professional and may work across

disciplines.

Career Framework for Health - The Career Framework

for Health provides defined flexible career routes through

a variety of levels enabling an individual member of staff

with transferable, competence-based skills to progress in a

direction that meets workforce, service and individual.

Client, Patient and Service User: These titles are

interchangeable for the purposes of this toolkit.

Delegation: The transfer to a competent individual, the

authority to perform a specific task in a specified situation

that can be carried out in the absence of that registrant and

without direct supervision. (NMC 2009). The worker then

carries responsibility for the task.

Foundation Degree: The foundation degree is academically

equivalent to a Diploma of Higher Education. Employers can

work with universities and colleges to develop Foundation

Degrees specifically tailored to their organisational needs

and the role they support. They are seen to be flexible and

applied to workforce needs and are at Academic Level 5 on

completion. (Diploma level)



Joint Investment Framework - This agreement was made

between Strategic Health Authorities, Learning and Skills

Council and Skills for Health in July 2007, securing up to

£100 million annual investment in England to improve

patient care by supporting better skills and learning.

KSF: The NHS Knowledge and Skills Framework (NHS KSF)

is the career and pay progression strand of the NHS pay

system, Agenda for Change (AfC). It is mandatory for all

Agenda for Change staff and should be fully implemented

by all NHS organisations.

Mentorship: Mentoring can take many forms. “Mentoring

is a process for the informal transmission of knowledge,

social capital, and the psychosocial support perceived by

the recipient as relevant to work, career, or professional

development. Mentoring entails informal communication,

usually face-to-face and during a sustained period of

time, between a person who is perceived to have greater

relevant knowledge, wisdom, or experience (the mentor)

and a person who is perceived to have less (the protégé)”

(Bozeman, Feeney, 2007).

National Occupational Standards:

NOS set out measurable performance outcomes to which an

individual is expected to work in a given occupation. Developed

by employers across the UK, NOS set out the skills, knowledge

and understanding required to perform competently in the

workplace. Competence is defined as an individual’s ability to

apply skills, knowledge and understanding in the workplace

to a standard agreed by employers.

Source: UKCES, December 2007



National Vocational Qualifications (NVQs) are work

related, competence-based qualifications. They reflect the

skills and knowledge needed to do a job effectively, and

show that a candidate is competent in the area of work the

NVQ framework represents; NVQs are based on National

Occupational Standards. (See above).

Performance & Development Review (PDR) provides

the opportunity for a two-way discussion between the

Reviewer and Individual to discuss their post and its skills

and knowledge application requirements. During the Review

meeting the individual’s achievements, past performance,

learning & development objectives and development needs

for the forthcoming year are discussed.

Practice Based Learning: Practice based learning enables

students to use their work-based experiences to inform their

development and meet the competences required for their

role. Practice based learning also provides opportunities for

enquiry into and reflection upon best practice and the issues

that impact upon care delivery in practice.

Preceptorship: A short term process of support and

guidance offered to a qualified individual during the early

stages of a new or significantly different role. It is applied

as an individual engages in a new role/practice, continuing

until confidence and independence is measurably assured.

(DOH2003)



Registered Practitioner: A qualified health care worker

who is registered with a recognised registering governing

body for that particular profession i.e. Health Care

Professions Council. (HPC) or the Nursing & Midwifery

Council (NMC). (RCN et al, 2006)

Support Worker: There is currently no national policy

that determines a single name for the group this group

of workers. Numerous titles exist to reflect the many and

various roles carried out and the plurality of employers. The

title includes:

Care Assistant•

Health Care Assistant•

Health Care Support Worker•

Re-ablement Worker•

Rehabilitation Assistant•

Rehabilitation Support Worker•

Rehabilitation Technician•

Support Practitioner•

Team Support Worker•

Therapy Assistant•

Assistant Practitioner•

Assistants•

Technical Instructors•

(RCN et al, 2006)

Qualifications and Credit Framework (QCF) (Replaces NQF)

A simple and rational organising structure which is being

introduced which supports a new way of recognising skills

and qualifications achieved through the award of credit for

units and qualifications. It provides flexible routes to gaining

full qualifications and enables qualifications to be achieved

in small steps by building up credit.



AP Toolkit Reference List

Darzi, A (2007) Our NHS, Our future. NHS Next •

Stage Review, Interim report. London: Department of

Health

Department of Health. (2000) A Health Service for all •

talents: Developing the NHS Workforce. London: The

Stationary Office

Department of Health (2004) The NHS knowledge •

and skills framework (NHS KSF) and the development

review process. London: DOH Publications.

Department of Health (DOH) (2008) A High Quality •

Workforce: NHS Next Stage Review, London:

Department of Health.

Department Of Health (2009) Preceptorship •

framework for Nursing:

London: DOH Publications.•

National Institute for Health and Clinical Excellence •

(2007) How to Change Practice. London: National

Institute for Clinical Excellence.

Nursing and Midwifery Council (NMC) (2009) Advice •

sheet on accountability. London: NMC Publications.

Nursing and Midwifery Council (NMC) (2008) Advice •

on delegation for Registered Nurses and Midwives.

London: NMC Publications

Royal College of Nursing (2006) Supervision, •

accountability and delegation of activities to support

workers London: Royal College of Nursing.

Royal College of Nursing (2009) The Assistant •

Practitioner Role: A policy Discussion Paper: London:

Royal College of Nursing

Skills for Health (2009) Core Standards for Assistant •

Practitioners, Bristol: Skills for Health Publications.

Skills for Health (2009) Nationally Transferable Roles, •

Bristol: Skills for Health Publications


Appendices

Appendices


Appendices

Appendices ContentPresentation A Lincolnshire

Presentation B Assistant Practitioners

Presentation C Foundation Degree & Assistant Practitioners

Appendix 1 Case Studies

Appendix 2 Trainee Assistant Practitioner Job Description

Appendix 3 Assistant Practitioner Job Descriptions

Appendix 4 Mapping Exercise

Appendix 5 Sample Foundation Degree

Appendix 6 Assistant Practitioner Code of Practice

Appendix 7 Mentorship Model

Appendix 8 Assistant Practitioner Framework

Appendix 9 Assistant Practitioner Development Day Agenda

Appendix 10 Recruitment Guidance

Appendix 11 Interview Questions for Assistant Practitioners


Presentation A

Presentation A

These presentations can be used to explain and promote the role

1

Lincolnshire

Lynne Moody

Deputy Director Corporate Affairs –Lincolnshire PCT

Helen Smith

Acting Workforce Lead

2

Where we were

National difficulties in recruitment

Local difficulties in recruitment

Ageing workforce

Clinical case loads

Need to refocus to deliver national plan targets

Need to develop patient focused services

Need to ensure staff have the right skills

Ways to improve care with joint working

3

What We Did

Set up a steering group

Representation from health and social care

organisations, NHSu and University of Lincoln

Funding from NHSu for development of Fd

Curriculum

Establish a common understanding of the

assistant practitioner role

4

Where we are now (1)

Foundation degree in Health & Social Care

Practice developed and validated

HR processes established

Mentors identified and supported

Second cohort started September 2007

Low attrition rate so far

5

Where we are now (2)

Required competencies

Flexible role

Team based approach to support:– Community matrons and long term conditions

– District nurses, health visitors and school nurses– Intermediate care and community hospitals

– Practice nurses

– Prison health

– Therapy services

– Acute hospital services

6

Challenges(and their solutions)!

Reconfiguration of organisations (different timescales)

Different demands on job role

Recruitment to the role not the programme

Professional resistance

Logistical/location issues

Support for mentors and managers

Defining the work based learning element of theprogramme

Recognition of the status/scope of practice of AP


Presentation A

2

7

Assistant Practitioners -Anticipated Benefits

Part of a team, multi-skilled, multi-agency

Range of duties, independently competent withinspecified framework

Delivers programmes of care

Daily review of patients/service users

Manage and coordinate team of support workers

Health promotion

Building careers

Supports advanced practice

8

Foundation degree –Anticipated Benefits

Portability

Flexible workforce

Consistency of educational attainment across the

county

Patients’ understand role

Confident and competent practitioners

Academic currency – respected by registered staff

Curriculum underpinned by a ‘patient led NHS’

9

What does successlook like?

We will tell you when we get there!

However it feels as if the possibilities are

endless!


Presentation A


Presentation B

Presentation B

1

Assistant PractitionersAssistant Practitioners

What is an AssistantWhat is an Assistant

Practitioner?Practitioner?

•• Skill and knowledge beyond traditionalSkill and knowledge beyond traditional

HCA/Support WorkerHCA/Support Worker

•• Undertakes clinical work that hasUndertakes clinical work that has

previously been done by registered staffpreviously been done by registered staff

•• Potentially works across differentPotentially works across different

professionsprofessions

Why Develop AssistantWhy Develop Assistant

Practitioner Role?Practitioner Role?

•• Changing demographics of the populationChanging demographics of the population

–– Increase in demand for health servicesIncrease in demand for health services

–– Fewer people to care for the populationFewer people to care for the population

•• Financial constraints mean that we needFinancial constraints mean that we need

to look at the best way to deliver safeto look at the best way to deliver safe

services within budgetservices within budget

Aims of LincolnshireAims of Lincolnshire’’s Assistants Assistant

Practitioner ProgrammePractitioner Programme

•• Develop a new generation of high level supportDevelop a new generation of high level supportworkersworkers

•• Increase the flexibility of the workforce ensuringIncrease the flexibility of the workforce ensuringthey can respond to changing and evolvingthey can respond to changing and evolvingservicesservices

•• Create skilled trained staff who will provide highCreate skilled trained staff who will provide highlevels of service in a safe and competentlevels of service in a safe and competentmannermanner

•• Provide a pool of additional support forProvide a pool of additional support forprofessional staff, to help relieve the pressureprofessional staff, to help relieve the pressurewithin the servicewithin the service

BenefitsBenefits

•• Contribution to the patient led NHS andContribution to the patient led NHS and

improving patient careimproving patient care

•• Quicker more efficient access to servicesQuicker more efficient access to services

•• Appropriate use of all staffs skillsAppropriate use of all staffs skills

•• Improving choiceImproving choice

•• Local provision of clinical expertiseLocal provision of clinical expertise

•• Facilitates multi-disciplinary team workingFacilitates multi-disciplinary team working

Assistant Practitioners and theAssistant Practitioners and the

Career FrameworkCareer Framework

•• Level 1 Level 1 –– Initial entry level jobs e.g. Initial entry level jobs e.g.

domestics or cadetsdomestics or cadets

•• Level 2 Level 2 –– Healthcare Support Worker/ Healthcare Support Worker/

HCA HCA –– studying for or has NVQ2 studying for or has NVQ2

•• Level 3 Level 3 –– Healthcare Support Worker / Healthcare Support Worker /

HCA / Technician HCA / Technician –– studying for or has studying for or has

NVQ3NVQ3

•• Level 4 Level 4 –– Assistant Practitioner Assistant Practitioner

•• Level 5 Level 5 –– Registered Practitioner Registered Practitioner


Presentation B

2

APsAPs examples of roles in Acute examples of roles in Acute

CareCare

•• ““If I was on duty now and say there is me,If I was on duty now and say there is me,another trained and assistant practitioner andanother trained and assistant practitioner andobviously healthcare workers we divide the wardobviously healthcare workers we divide the wardinto .. there are obviously bays so there is threeinto .. there are obviously bays so there is threebays. An AP would be responsible obviously forbays. An AP would be responsible obviously fora whole bay of patients but obviously if I was ina whole bay of patients but obviously if I was incharge I would be overseeing that as well butcharge I would be overseeing that as well butthey would take a whole bay of patients andthey would take a whole bay of patients andfrom admission to discharge with thosefrom admission to discharge with thosepatients.patients.““

•• A Line Manager of A Line Manager of APsAPs in an Orthopaedics dept. in an Orthopaedics dept.

AP roles in Primary CareAP roles in Primary Care

• “I work in primary care. My regular dutiesinclude 5 days a week and run my own mixedskills clinics for smoking cessation, bloodpressure, weight loss, blood tests, ECGs,spirometry, home visits to the housebound, fluand pneumonia injections, clerical and data input.I work in two separate surgeries in the localityand have the task of stocking all clinical areas,ordering vaccines, assisting in child immunisationclinics. I chaperone the GP when necessary andam responsible for equipment such as 'resus' andautoclave.”

Examples of skills and competencesExamples of skills and competences

developed by the trainee Assistantdeveloped by the trainee Assistant

PractitionersPractitioners

Intermediate care skills e.g.Intermediate care skills e.g.

OT, OT, physiophysio

Continence reassessmentsContinence reassessmentsFoot health/Podiatry skillsFoot health/Podiatry skills

Over 75 years and newOver 75 years and new

patient health checkspatient health checks

Blood PressureBlood Pressure

ManagementManagement

Health Promotion includingHealth Promotion including

smoking cessationsmoking cessation

SpyrometrySpyrometry & Asthma & Asthma

ManagementManagement

Peg tube managementPeg tube managementVenapunctureVenapuncture

Palliative CarePalliative CareTissue ViabilityTissue ViabilityEar syringingEar syringing

Catheterisation-Catheterisation-

male/female and supra-male/female and supra-

pubicpubic

Family Planning TrainingFamily Planning TrainingImmunisation & injectionsImmunisation & injections

e.g. flu e.g. flu pneumococcalpneumococcal, B12,, B12,

ClexaneClexane, , TinzaparinTinzaparin, insulin, insulin

(including domiciliary(including domiciliary

Current PositionCurrent Position

•• Lincolnshire Health Community partnership withLincolnshire Health Community partnership with

Boston College and Lincoln UniversityBoston College and Lincoln University

•• Foundation degree developed and validatedFoundation degree developed and validated

•• Commenced recruitment of trainee assistantCommenced recruitment of trainee assistant

practitioners and mentors who started in Januarypractitioners and mentors who started in January

20072007

•• Currently scoping workforce requirements toCurrently scoping workforce requirements to

plan for future cohort numbersplan for future cohort numbers

Foundation Degree in Health andFoundation Degree in Health and

Social Care PracticeSocial Care Practice

•• New type of qualificationNew type of qualification

•• Combines academic study at a LincolnshireCombines academic study at a Lincolnshirecollege (one day per week) with work basedcollege (one day per week) with work basedlearning and assessmentlearning and assessment

•• Qualification is 240 University Credits accreditedQualification is 240 University Credits accreditedby the University of Lincoln by the University of Lincoln –– broadly equivalent broadly equivalentto a Higher Education Diplomato a Higher Education Diploma

•• Assessment is via reflective logs/diaries,Assessment is via reflective logs/diaries,presentations, on the job and essayspresentations, on the job and essays

How to:How to:Organise a dedicated time out where all members of aOrganise a dedicated time out where all members of a

service/team are invited to attend to scope the potentialservice/team are invited to attend to scope the potential

for for APsAPs in their areas in their areas

START: 1. Are there currently problematic

areas within your service? Why is this? E.g.

capacity, capability issues

2. Are there services you

would like to deliver by

simply don’t have the

capacity or capability

3. What is particularly good about

your service? Are there aspects

you would like to strengthen

4. Are there areas within

service which could be

improved?

5.Are there things that need to be

approached differently? E.g. due to

external influences (policy

developments)

6. How could the Assistant

Practitioner role potentially

contribute to any of the areas

identified above?

The scoping is then used during the day to inform the development of the role. The role

should be driven by Outcome Measures

Patient

Centred

Outcome

Focused


Presentation B

3

Funding to support the developmentFunding to support the development

of Assistant Practitioner rolesof Assistant Practitioner roles

•• Vacant postsVacant posts

•• Assess expenditure on bank and agency staffAssess expenditure on bank and agency staff

•• Staff turnover/retirementsStaff turnover/retirements

•• Foundation Degree course costs are currentlyFoundation Degree course costs are currently

cost neutralcost neutral

ChallengesChallenges

•• Backfill for one day at collegeBackfill for one day at college

•• Mentor supportMentor support

For more information and adviceFor more information and adviceincluding facilitating a time-outincluding facilitating a time-out

•• ContactContactHelen Smith on 01522 580998 orHelen Smith on 01522 580998 or

[email protected]@lpct.nhs.uk


Presentation B


Presentation C

Presentation C

1

Foundation Degree &Foundation Degree &Assistant PractitionerAssistant Practitioner

DevelopmentDevelopmentHelen SmithHelen Smith

Workforce LeadWorkforce Lead

Lincolnshire Workforce Advisory BoardLincolnshire Workforce Advisory Board

What is an Assistant Practitioner?What is an Assistant Practitioner?

•• Skill and knowledge beyond traditionalSkill and knowledge beyond traditionalHCA/Support WorkerHCA/Support Worker

•• Undertakes clinical work that hasUndertakes clinical work that haspreviously been done by registered staffpreviously been done by registered staff

•• Potentially works across differentPotentially works across differentprofessionsprofessions

Assistant Practitioners and theAssistant Practitioners and theCareer FrameworkCareer Framework

•• Level 1 Level 1 –– Initial entry level jobs Initial entry level jobs

•• Level 2 Level 2 –– Support Worker/HCA Support Worker/HCA –– studying studyingfor or has NVQ2for or has NVQ2

•• Level 3 Level 3 –– Senior Healthcare Senior HealthcareAssistant/Technician Assistant/Technician –– studying for or has studying for or hasNVQ3NVQ3

• Level 4 – Assistant Practitioner

•• Level 5 Level 5 –– Registered Practitioner Registered Practitioner

Why Develop AssistantWhy Develop AssistantPractitioner Role?Practitioner Role?

•• To improve patient care and the patientTo improve patient care and the patientpathwaypathway

•• Facilitates multi-disciplinary workingFacilitates multi-disciplinary working

•• Appropriate use of all staffAppropriate use of all staff’’s skillss skills

•• Provides a career option for staffProvides a career option for staff

Aims of LincolnshireAims of Lincolnshire’’s Assistants AssistantPractitioner ProgrammePractitioner Programme

•• Develop a new generation of high level supportDevelop a new generation of high level supportworkersworkers

•• Increase the flexibility of the workforce ensuringIncrease the flexibility of the workforce ensuringthey can respond to changing and evolvingthey can respond to changing and evolvingservicesservices

•• Create skilled trained staff who will provide highCreate skilled trained staff who will provide highlevels of service in a safe and competent mannerlevels of service in a safe and competent manner

•• Provide a pool of additional support forProvide a pool of additional support forprofessional staff, to enable the delivery ofprofessional staff, to enable the delivery ofpatient centred servicespatient centred services

Foundation degree (1)Foundation degree (1)

•• Relatively new type of qualificationRelatively new type of qualification

•• Combines academic study with work basedCombines academic study with work basedlearninglearning

•• The Lincolnshire model has received nationalThe Lincolnshire model has received nationalrecognition for its innovation in employerrecognition for its innovation in employerengagementengagement

•• Offers generic modules and work based modulesOffers generic modules and work based modulesrelevant to individual work areasrelevant to individual work areas

•• Assessment is via reflective logs, presentations,Assessment is via reflective logs, presentations,case studies and essayscase studies and essays


Presentation C

2

Foundation degree (2)Foundation degree (2)

•• Takes two years to completeTakes two years to complete

•• Low drop out rate to dateLow drop out rate to date

•• Learners develop skills in reflectiveLearners develop skills in reflectivepractice, research, critical analysis, healthpractice, research, critical analysis, healthpromotion, evidence based practice andpromotion, evidence based practice andlong term conditionslong term conditions

ChallengesChallenges

•• Balancing work, home and studyBalancing work, home and study

•• Returners to learningReturners to learning

•• Understanding of role and educationUnderstanding of role and educationrequirementrequirement

•• Delivering the work based learningDelivering the work based learningelement of the programmeelement of the programme

•• Developing the partnershipDeveloping the partnership

What Next?What Next?

••Evaluate the impact on patientEvaluate the impact on patientexperience and service deliveryexperience and service delivery

••Evaluate the impact on the individualEvaluate the impact on the individualstaffstaff

•Develop the work based element ofthe programme

•• Identify further opportunities toIdentify further opportunities todevelop the assistant practitioner roledevelop the assistant practitioner role

Thank you!Thank you!

[email protected]

01522 58098001522 580980


Presentation C


Appendix 1

Appendix 1

Case Studies

Assistant Practitioners in Radiography

There are 563 staff employed in the Radiology Department at University Hospitals of

Leicester NHS Trust. Of these 210 are Radiographers, but some of them are part-

time, on term time contracts or working part-time at weekend and evenings, so the

whole time equivalent is less. Radiography has been an all graduate profession since the early 1990s and it is a popular degree so there are currently plenty of

applicants for posts. There are areas of skill mix within Radiography with recognised

post graduate training, of which Sonography is the most well established. Sonographers offer ultrasound, and there are moves to have ‘Sonographer’ as a

protected title. The department also employs Radiography Assistants who carry out

a variety of tasks which includes administrative support as well as moving equipment, some nursing support, and assisting with patients for x-rays.

Across the three hospital sites there are a range of services offered – each site

provides plain film (x-rays), MR and CT scanning, general ultrasound, two sites offer obstetric ultrasound and one site that offers screening for DVTs. Often there are

processing areas with four x-ray rooms attached so that Radiographers work, as part

of a team, and can confer with each other as necessary.

Development of the role

Over the last five years UHL have introduced Assistant Practitioners in Radiography

and there are now Assistant Practitioners embedded in most parts of the

Department. This included developing procedures and protocols before staff were

appointed. The Assistant Practitioners work alongside Radiographers and will independently take all but the most complex images, referring to the Radiographers

where necessary. However it is recognised that there is a limit to the number of

Assistant Practitioners who can be employed in the department, due to the shift patterns and flexibility required of the workforce providing a 24 / 7 services. Whilst

some assistant practitioners remain in post others use this as a stepping stone and

take the opportunity to become Radiographers with the support of the department.

Now the role is established it is difficult to have enough students to make education and learning provision feasible. Ideally UHL would like to develop 2-3 Assistant

Practitioners each year which is insufficient for many education providers.

Education and learning provision

Initially the department used 2 programmes to provide the training for these posts; A Diploma in Higher Education distance learning programme from Anglia

Ruskin University

University of Derby BTEC course

but felt that they did not meet the service requirements and therefore made the

decision to develop their own programme

In developing the education programme the Radiography Department used the

existing Skills for Health competences, the curriculum from existing radiography

programmes, plus their combined professional experience as Radiographers. In collaboration with Loughborough College and the University of Leicester a jointly

delivered Foundation Degree was produced and took the first students in September

2004 where the majority of the learning took place in the workplace.

However this course is no longer available / viable due to the low level of numbers

and UHL is currently exploring


Appendix 1

NVQ in Clinical Imaging which will prepare an individual to take images with

plain film Sheffield Hallam University run a Diploma in Higher Education and UHL is

looking to develop an arrangement where the majority of learning takes place

in the workplace, similar to the course delivered through the University of

Leicester.

Recruitment and Support

Assistant Practitioners have been recruited from existing Radiography Assistants and

24 have qualified since the programmes started, with some already going on to

become Radiographers. The Assistant Practitioner Programme has proven attractive in recruiting Radiography Assistants who can see career progression for themselves,

and one person has progressed from Radiography Assistant to Radiographer via the

Assistant Practitioner route.

Individuals undertaking the programme have received both clinical and pastoral

support, particularly for those who have been returning to study or who have needed

help in juggling their commitments outside work to make time for their coursework assignments

Funding and Transferable Skills

The development of Assistant Practitioners at UHL was part of the Radiography

Department’s overall five year education and training strategy which included setting

up an Academy of Imaging at UHL. This received funding from the Workforce Confederation, and some aspects of the educational programme attracted HEFC

funding for the learning providers, with the result that the programme has almost

been self funding.

There have been similar initiatives in other parts of the country following the four tier

career model for Allied Health Professionals which developed from the 2000 NHS

Plan. This included national pilots in 2000 which UHL was not involved in and the Society of Radiographers recognised the role and developed a Scope of Practice in

2005. By this time the Radiography Department at UHL were already using the

Assistant Practitioners in a wider range of settings so the UHL Board has approved vicarious liability for this extended setting.

The overall success of the programme can be measured by the progress both of

individuals who have moved from Radiography Assistant to Senior Radiographer, and that the role is now seen as integral to the working of the department.

Further information

Rona Gidlow

Consultant Radiographer - Imaging Academy

[email protected]


Appendix 1

Assistant Practitioners in Pathology

The Pathology Directorate at University Hospitals of Leicester processes 10-15000

samples each day and employs 794 staff. They provide a 24 hour service but their

busiest time of day is from 2-10.p.m. when they receive and process samples and

run tests from GP surgeries across Leicester, Leicestershire and Rutland.

Fifteen years ago Pathology labs started to introduce Assistants who work at Band 2

and sometimes at Band 3 and it was clear that there was a need to develop these people. At the same time the work has become increasingly automated so that most

testing is done by machine and there is a need for people who can support this by

identifying and resolving problems, either by repairing machines or by spotting where results are anomalous.

Agenda for Change also created a situation where it was helpful to consider roles

within the labs, so that highly trained Biomedical Scientists were not spending time

checking machines or processing routine data but focussed on their specialised roles of interpreting results from tests, authorising abnormal results, running further tests,

and liaising with clinicians.

Development of the role

Alyson Freeman, Pathology Training Manager at UHL, worked with colleagues from Northampton and Kettering Hospitals where there were similar issues, although the

volume of work is less. Together they identified the need for an Assistant Practitioner

role and developed a shared understanding of what they would do, which they then

implemented separately in their Trusts. Alyson made an analysis of all the competences required in the laboratories across all roles and used that to develop a

job description and person specification which was put through Agenda for Change

grading and came out as a Band 4 post.

The development of the Assistant Practitioner role is an evolving process rather than

a defined project with a formal business case, mostly because the circumstances

within the laboratories make the benefits very obvious. Currently there are Assistant Practitioners in Blood Sciences and plans to introduce them into Microbiology and

Immunology soon.

Education and learning provision

Together with colleagues from Kettering and Northampton Alyson concluded that a Foundation degree would provide the appropriate level of education and training and

worked with De Montfort and Nottingham Trent Universities to develop a programme

for all three Trusts. Much of the work for this was done by Joan Peel, Training and

Development Manager for Pathology at NGH, who was seconded to a special project. The Foundation degree consists of a two year course with 120 credits

achieved in the workplace, and the individuals working in the laboratories as trainee

Associate Practitioners. The modules achieved in the workplace include Healthcare Science professional skills, Health, safety and quality management, Communication

and relationships, Preparatory techniques and quality assurance, Instrumentation

and automation, and a case study project.

Recruitment and support

Once the programme and roles had been developed UHL NHS Trust held an Open Day for potential candidates and recruited 7 from that day who went on to join the

first cohort at Nottingham Trent University, together with staff from other hospitals in


Appendix 1

the region. A total of 10 people from UHL attended the course, the others being

Biomedical assistants whose development was supported. Some of the recruits were people who were already working as Biomedical Assistants at UHL, but others were

people who had had careers outside the NHS and were looking for a change. They

had a range of educational backgrounds, from people who had science degrees to

individuals who had left school at 16. These students are due to graduate in summer 2010 are already proving useful, working in Blood Sciences (combined Haematology

and Biochemistry) and reducing the need for Biomedical Scientists to work overtime

to manage the machines. A further group of 10 students started in autumn 2009, both at Nottingham Trent and at De Montfort University in Leicester.

Individual students have a volunteer mentor from within the department and this has proved useful – individual professionals can see the need to develop existing staff –

and this year the department has introduced some protected time for mentors,

recognising that the support students receive within the department is critical to their

success.

Funding and transferable skills

This initiative has been funded through JIF which has provided enough money to pay

for course fees, books, travel and equipment, as well as creating in-house facilities to

support the students, including mentoring time. An individual who had become an Assistant Practitioner in one hospital or laboratory would have the skills to work in a

similar environment, although they would need to be trained to use different

machines. There are similar initiatives in other parts of the country and the Assistant

Practitioner role fits in well with the Modernising Scientific Careers programme, as it is possible for someone in an Assistant Practitioner role to progress to a career as a

Biomedical Scientist with appropriate further training.

Further information

Alyson Freeman

Training Manager Pathology Governance Team

University Hospitals of Leicester

[email protected]


Appendix 1


Appendix 2

Appendix 2 Trainee Assistant Practitioner Job

Description

Job Description1. Job Details

Job Title:Trainee Intermediate Care Assistant Practitioner.

Job ID:.PS-102

Pay Band:.Band 3

Reports to (Title):Qualified Practitioner

Accountable to(Title):

Community Services Manager

Location/Site/Base:

2. Job PurposeThis is a developmental role; the post holder will be working towards progression tothe post of Assistant Practitioner at band 4, supported by successful completion ofthe Foundation Degree programme. The post holder will develop and maintainknowledge, skills and competences related to the role of Assistant Practitioner withinthe service and ensure attendance on the Foundation degree programme.

The trainee will work as part of a designated clinical team, delivering health care thatfocuses on the direct needs of the patient. They will carry out specific clinical tasksand responsibilities as delegated by registered practitioners.

Develop evidence based care skills for patients referred to the service underthe indirect supervision of qualified clinicians.

To plan, organise and deliver clinical programmes as agreed with supervisingclinician in line with clinical governance and professional standards

To use personal effectiveness and knowledge to contribute to thedevelopment and delivery of a high quality, cost effective service.

To ensure effective communication with patients, carers and the referrers tothe service.

To work closely with all members of the multi disciplinary team, seekingopportunities to support team/service targets which directly contribute to theprovider services agenda.

3. Role of DepartmentThe adult community services team provides holistic person centred care thatenables individuals to increase independence, improve health outcomes and reduceunnecessary admissions to hospital or long term care. This is achieved throughtimely interventions, rehabilitation, management of long term and life limiting


Appendix 2


conditions and partnership working across the health and social care community. Allstaff within the service work in collaboration with the patient, their carer and otheragencies.

Community services team are required to be flexible, responsive and timely in orderto ensure accessibility and equity to all patients to meet the needs of the service in aflexible manner.

4. Organisation Chart

5. Minimum qualifications, knowledge, training andexperience required for the post.

A good standard of secondary education, demonstrating ability to study atfoundation degree level

NVQ2 in Care or equivalent knowledge experience or training Further knowledge and skills at level 3 1 years experience of working within health and social care An insight into how to evaluate own strengths and development needs,

Intermediate Care Registered/Qualified Practitioners(Nurse, Physio, OT, social worker etc)

IntermediateCare Assistant

Practitioner

Operational Services Manager


Cluster Clinical Team Leader

IntermediateCare Support

Worker

TraineeIntermediate

CareAssistant

Practitioner


Appendix 2

seeking advice where appropriate An understanding of the scope of the role of the assistant practitioner in

context of the team and the organisation, and how the role may contribute toservice development

Understanding of the role of the multi-disciplinary team. Understands the concept of integrated community teams/ service Demonstrate ability to study at diploma level Systematic and logical approach Time management skills Ability to work as part of a multi disciplinary team and on own initiative Flexible approach to work Ability to deal with the non-routine and unpredictable nature of the workload

and individual patient contact Basic IT literacy

6. Dutiesa. The post holder will participate as a member of the multidisciplinary team

developing skills in the assessment, planning, delivery and evaluation ofpatients/clients health and well being needs

b. To participate in assessment and subsequent development of individualplans of care to meet the immediate and ongoing needs of the service userand carers,

c. Develop knowledge of specific physical, emotional, psychological, social,cultural and spiritual needs of the service users and carers and, takingthese into account, assist in the implement appropriate action to meet thoseneeds

d. Assist in the delivery of complex care as prescribed by the qualifiedpractitioner

e. Develop skills to autonomously plan and progress patient interventions,with supervision of qualified practitioner

f. Develop an understanding of a range of non routine work procedures andpractises which require underpinning theoretical knowledge and physicalskills gained through relevant training and experience

g. Teach of patients/carers with the supervision of a qualified practitioner

h. Develop a working knowledge of other provider’s resource and referralsystems to ensure patient needs are met, within scope of practice.

i. Develop and consolidate personal knowledge and skills demonstrating theevidence as directed by the education provider. Demonstrate continuousevaluation of personal clinical practice and identifies opportunities to meetown learning needs with the support of mentors and educators.

j. Attend all relevant mandatory training sessions, other in-house and externalcourses, identified by SDR’s and professional development plans, on topicsassociated with the service speciality


Appendix 2

J Maintain professional standard of record keeping which is accurate andcurrent, in line with professional codes, service standards and team specificrequirements.Provide information and data as requested by the organisation.Participates in audit and research where requested

K To be actively involved in team effectiveness by attending staff meetingsand contributing as a team player to team development. Contribute to thenon clinical day to day running of the service as necessary to ensure itssmooth runningPromote a positive image of the organisation, department and service.

L To be responsible for the safe use of all equipment within their scope ofpractice.To develop skills in the identification of needs and advice required by usersof equipment and resources.

M Prioritise and effectively time manage own clinical and otherresponsibilities.

N To contribute to clinical risk assessment for self, patient/carer and otherteam members, ensuring that personnel and safety policies are adhered to.

O Demonstrate educative support to others, e.g. participate in induction ofnew staff.

p Work in accordance with all Trust policies, procedures, protocols andguidelines. To comply with Health and Safety legislation

7. Skills Required for the Post


Appendix 2

Communication and relationship skills Communicate with a range of people These may include:

i. patients / clients and their carers or significant othersii. multidisciplinary team membersiii. other staff within and external to the organisationiv. staff from the higher education institute

improve the effectiveness of communication through the development andappropriate use of communication skills

constructively manage barriers to effective communication

A variety of methods and skills are needed to communicate complexinformation to a variety of people demonstrating empathy and reassurance.This may include service users who may not understand words or conceptsand/or have sensory deficits, mental health/cognitive or physical problems.

To be able to persuade and motivate service users and carers

Analytical and judgment skills Works with the supervision of the qualified practitioners in the implementation

and monitoring of clinical standards and outcomes. Analytical skills for making evaluation and assessments of patients. Carries out delegated assessment in order to identify appropriate course of

action

Planning and organisational skills Prioritise and effectively manage own time Under direction to plan, organise and deliver programmes of care in line with

clinical governance and professional standards

Physical skills Standard keyboard skills The ability to sit, stand, bend, walk distances, and climb stairs Well developed sensory and physical skills acquired through experience and

practice to use equipment and techniques in a variety of settings. Moving and handling skills to manoeuvre equipment/furniture as required to

appropriately assess within health and safety/risk assessment protocols Able to assist patients who may have various degrees of physical disabilities

8. Responsibilities of the Post Holder responsibilities for direct/indirect patient care Under direction of qualified practitioner develop and implement an individual plan

of care through assessment of the immediate and ongoing needs of the client, inaccordance with Trust policies, procedures, protocols and guidelines

Under direction of a qualified practitioner plan and progress patient interventionswith autonomous assessing and planning on a daily basis with indirectsupervision of qualified practitioner

responsibilities for policy and service development implementation comment on policy change To develop and maintain a service structure which delivers best practice

responsibilities for financial and physical resources To be responsible for the safe use of all equipment within their scope of practice.


Appendix 2

To identify needs and advise on equipment and resources, and ensuringeffective on-going use of equipment is monitored.

responsibilities for human resources (including training) Contribute to the education of colleagues, carers and staff from other agencies to

facilitate care packages for service users Demonstrate educative support to others, e.g. induction of new staff

responsibilities for information resources Maintain professional standard of record keeping which is accurate and current,

in line with professional codes, service standards and team specificrequirements.

Provide information and data as requested by the organisation

responsibilities for research and development Participate in audit activity

9. Freedom to Act

Not directly supervised but meets with mentor, educators and QualifiedPractitioners regularly

Guided by standard operating procedures, policies and procedures Qualified Practitioners usually available for guidance and advice where

required Works alone in community

10 Effort & Environment Physical effort Sitting, standing, bending, walking distances, climbing stairs is necessary. Frequently moving and handling high dependency patients who may have

various degrees of physical disabilities in order to facilitate care, therapeuticinterventions and rehabilitation

Transporting, moving and lifting pieces of equipment and furniture which mayweigh over 5kg

Mental effort To decide priorities for own work, balancing patient related and professional

standards within agreed protocols. Frequent concentration during assessment, care planning Concentration required to satisfactorily complete academic study at diploma

level


Appendix 2

Emotional effort Frequent exposure to difficult situations. Be able to manage variable levels of stress on a daily basis due to carrying

out assessments and treatments possibly in unpredictable circumstances,frequently alone

Frequent exposure to distressing circumstances e.g.patients with who mayhave life limiting illness or major life changing disabilities or illness, bereavedpatients

Working conditions Working environment will be varied and unpredictable, this may include

exposure to unsanitary conditions, aggressive behaviour, bodily waste, pets,unpredictable intrinsic and extrinsic factors.

Regular contact with service users with cognitive/mental health or physicalproblems

Frequent lone working


Appendix 2

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Appendix 2


Appendix 2


Appendix 3

Appendix 3Assistant Practitioner

Job Descriptions

The duties of the Assistant Practitioner have been mapped against National Occupational

Standards (NOS) in order to develop a competence based job description. The intention

would be that these NOS inform future development of the foundation degree provision.

Macintosh HD:Users:Steve:• Work in Progress:G10628 East Mids Ass Prac

toolkit:AP Toolkit (Revision 7):Appendicies:Appendix 3a new.doc

Job Description 1. Job Details Job Title:

Intermediate Care Assistant Practitioner

Job ID:

PS-79

Pay Band:

Band 4

Reports to (Title):

Qualified Practitioner

Accountable to (Title):

Community Services Manager

Location/Site/Base:

2. Job Purpose

To provide effective evidence based care for patients referred to the service

under the indirect supervision of qualified clinicians.

To plan, organise and deliver clinical programmes as agreed with supervising clinician in line with clinical governance and professional standards

To use personal effectiveness and knowledge to contribute to the

development and delivery of a high quality, cost effective service. To ensure effective communication with patients, carers and the referrers to

the service.

To work closely with all members of the multi disciplinary team, seeking opportunities to promote independent living and contribute to reduction in

inappropriate admissions to acute or long-term care settings.

3. Role of Department The adult community services team provides holistic person centred care that

enables individuals to increase independence, improve health outcomes and reduce

unnecessary admissions to hospital or long-term care. This is achieved through

timely interventions, rehabilitation, management of long term and life limiting conditions and partnership working across the health and social care community. All

staff within the service work in collaboration with the patient, their carer and other

agencies.

Community services team are required to be flexible, responsive and timely in order

to ensure accessibility and equity to all patients to meet the needs of the service in a flexible manner.


Appendix 3





5. Minimum qualifications, knowledge, training and experience required for the post.

• Foundation Degree in Care Studies • 3 years experience of working within health and social care

• A good standard of secondary education

• Assessment and clinical skills • In depth understanding of disability and loss of independence.

• Understanding of the role of the multi-disciplinary team in intermediate care

• Demonstrate sound knowledge base to support delivery of the role and

understands the concept of community services • Working knowledge of professional boundaries and conduct

• Systematic and logical approach

• Time management skills • Ability to work as part of a multi disciplinary team and on own initiative

• Flexible approach to work

• Ability to deal with the non-routine and unpredictable nature of the workload and individual patient contact

• Full Drivers Licence

• Basic IT literacy

Intermediate Care Registered/Qualified Practitioners

(Nurse, Physio, OT, social worker etc)

Intermediate

Care

Assistant Practitioner

Operational Services Manager


Cluster Clinical Team Leader

Intermediate

Care Support Worker

Trainee

Intermediate

Care Assistant Practitioner


Appendix 3



6. Duties a. To accept delegated assessment responsibility, developing individual plans

of care to meet the immediate and ongoing needs of the service user and

carers, HSC329 Contribute to planning, monitoring and reviewing the delivery of service for individuals HSC415 Produce, evaluate and amend service delivery plans to meet individual needs and preferences Diab HA1 Assess the healthcare needs of individuals with diabetes and agree care plans OP6 Co-ordinate and review the delivery of care plans to meet the needs of older

people AG1 Develop, implement and review care plans for individuals OP F3 Develop and agree individualised care plans with older people at risk of falls OP F4 Develop and agree individualised care plans with individuals at risk of osteoporosis MH20 Work with individuals with mental health needs to negotiate and agree plans for addressing those needs CM B1 Plan, implement, monitor and review individualised care plans with individuals

who have a long term condition and their carers CHS41 Determine a treatment plan for an individual DYS4 Develop a dysphagia care plan CHS84 Develop and agree care management plans with individuals diagnosed with long term conditions CHS93 Agree a dietary plan for patients with a specified medical condition

b. To have knowledge of specific physical, emotional, psychological, social,

cultural and spiritual needs of the service users and carers and, taking

these into account, implement appropriate action to meet those needs HSC350 Recognise, respect and support the spiritual well-being of individuals

c. Participate in the delivery of complex care as prescribed by the qualified

practitioner CM D4 Implement specific parts of individualised programmes of care

d. Plan and progress patient interventions with autonomous assessing and

planning on a daily basis with indirect supervision of qualified practitioner OP S8 Monitor individuals diagnosed with stroke hfm_B3.1.2 Monitor individuals’ condition over time

CHS47 Monitor and assess patients following treatments CHD HA11 Monitor and evaluate individuals’ exercise and physical activities hfm_B3.1.3 Monitor and evaluate individuals’ progress in managing health conditions CHS160 Assist others to monitor individuals’ attempts at managing dysphagia

e. Understand a range of non routine work procedures and practises which

require intermediate level of theoretical knowledge gained through relevant

training and experience GEN13 Synthesise new knowledge into the development of your own practice

f. Teach patients/carers with the indirect supervision of a qualified practitioner

CM E1 Help individuals with long term conditions to change their behaviour to reduce the risk of complications and improve their quality of life CM E3 Enable individuals to use assistive devices and assistive technology CM E4 Provide information and advice to support individuals in undertaking desired occupational and non-occupational activities

CM E5 Enable people with long term conditions to cope with changes to their health and wellbeing


Appendix 3



g. Demonstrate working knowledge of other provider’s resource and referral

systems to ensure patient needs are met, within scope of practice. HSC23 Develop your knowledge and practice

h. Develop and consolidate personal knowledge and skills demonstrating the

evidence in a CPD portfolio. Demonstrate continuous evaluation of

personal clinical practice and identifies opportunities to meet own learning needs HSC23 Develop your knowledge and practice GEN13 Synthesise new knowledge into the development of your own practice

i. Attend all relevant mandatory training sessions, other in-house and external

courses, identified by SDR’s and professional development plans, on topics

associated with the service speciality HSC23 Develop your knowledge and practice GEN13 Synthesise new knowledge into the development of your own practice

j. Maintain professional standard of record keeping which is accurate and

current, in line with professional codes, service standards and team specific

requirements. M&L B8 Ensure compliance with legal, regulatory, ethical and social requirements. HCS_D5 Comply with legal requirements for patient/client confidentiality

Provide information and data as requested by the organisation. SS 07 Receive, transmit, store and retrieve information (CSC Unit CU5)

Participates in audit and research where requested R&D 8a Assist in the research work

k. To be actively involved in team effectiveness by attending staff meetings

and contributing as a team player to team development. Contribute to the

non clinical day to day running of the service as necessary to ensure its

smooth running HSC241 Contribute to the effectiveness of teams

Promote a positive image of the organisation, department and the

Intermediate Care service. GEN31 Initiate, and participate in, networks and discussion groups

l. To be responsible for the safe use of all equipment within their scope of

practice. ENTO HSS1 Make sure your own actions reduce risks to health and safety

To identify needs and advise on equipment and resources, requisitioning where there is delegated authority and ensuring effective on-going use of

equipment is monitored. GEN64 Ensure the availability of physical resources

m. Prioritise and effectively time manage clinical and other responsibilities. To plan, organise and prioritise the workload of junior members of staff. M&L A2 Manage your own resources and professional development M&L D5 Allocate and check work in your team

n. Undertake and contribute to clinical risk assessment for self, patient/carer

and other team members, ensuring that personnel and safety policies are adhered to. HSC240 Contribute to the identification of the risk of danger to individuals and others


Appendix 3



M&L B8 Ensure compliance with legal, regulatory, ethical and social requirements.

o. Demonstrate educative support to others, e.g. as an NVQ Assessor. M&L D7 Providing learning opportunities for colleagues GEN35 Provide supervision to other individuals

p. Work in accordance with all Trust policies, procedures, protocols and guidelines. To comply with Health and Safety legislation M&L B8 Ensure compliance with legal, regulatory, ethical and social requirements.


Appendix 3



8. Responsibilities of the Post Holder Responsibilities for direct/indirect patient care • In discussion with qualified practitioner, patient and carers develop an individual

plan of care through assessment of the immediate and ongoing needs of the

client, in accordance with Trust policies, procedures, protocols and guidelines • B1.1.3 Prepare individualised treatment plans for individuals • Plan and progress agreed patient interventions with autonomous assessing and

planning on a daily basis with indirect supervision of qualified practitioner • B1.1.4 Plan activities, interventions and treatments to achieve specified health goals

Responsibilities for policy and service development implementation • Comment on policy change • G1.5.12 Improve organisational performance

• To work with the Intermediate Care team to develop and maintain a service structure which delivers best practice

• G1.5.12 Improve organisational performance

Responsibilities for financial and physical resources • To be responsible for the safe use of all equipment within their scope of practice. • 3.2 Ensure health and safety requirements are met in your area of responsibility • To identify needs and advise on equipment and resources, requisitioning where

there is delegated authority and ensuring effective on-going use of equipment is

monitored. • G1.4.9 Ensure the availability of resources

Responsibilities for human resources (including training) • Contribute to the education of colleagues, carers and staff from other agencies to

facilitate care packages for service users • H3.5 Provide learning opportunities for colleagues

• To plan, organise and prioritise the workload of junior members of staff. • G1.3.7 Allocate and check work within your team • • Demonstrate educative support to others, e.g. as an NVQ Assessor, induction of

new staff • H3.6 Support the learning and development of others • May participate in recruitment of junior staff • G1.3.6 Recruit, select and retain colleagues

Responsibilities for information resources • Maintain professional standard of record keeping which is accurate and current,

in line with professional codes, service standards and team specific requirements.

• 4.1 Ensure compliance with legal, regulatory, ethical and social requirements • Provide information and data as requested by the organisation

• F1.1.7 Maintain and manage records and reports

Responsibilities for research and development • Participate in audit activity • F2.2.6 Maintain information and literature for access by others


Appendix 3



9. Freedom to Act

• Not directly supervised but meets with Intermediate Care Qualified

Practitioners regularly

• Guided by standard operating procedures, policies and procedures • Qualified Practitioners usually available for guidance and advice where

required

• Works alone in community

10 Effort & Environment Physical effort • Driving for a moderate percentage of the working day to carry out

assessment/treatments in the community. • Sitting, standing, bending, walking distances, climbing stairs is necessary.

• Frequently moving and handling high dependency patients who may have

various degrees of physical disabilities in order to facilitate care, therapeutic

interventions and rehabilitation • Transporting, moving and lifting pieces of equipment and furniture which may

weigh over 5kg

Mental effort • To decide priorities for own work and others work, balancing patient related

and professional standards within agreed protocols.

• Frequent concentration during assessment, care planning and

Emotional effort • Frequent exposure to difficult situations. • Be able to manage variable levels of stress on a daily basis due to carrying

out assessments and treatments possibly in unpredictable circumstances,

frequently alone

• Frequent exposure to distressing circumstances e.g. patients with who may have life limiting illness or major life changing disabilities or illness, bereaved

patients

Working conditions • Working environment will be varied and unpredictable, this may include

exposure to unsanitary conditions, aggressive behaviour, bodily waste, pets,

unpredictable intrinsic and extrinsic factors.

• Regular contact with service users with cognitive/mental health or physical problems

• Frequent lone working


Appendix 3

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Appendix 3

Appendix 1 Job Description

LINCOLNSHIRE PCT

Job Description

1. Job Details Job Title: Assistant Practitioner Children and Family Services

Job ID:

Pay Band:

Band 4

Reports to (Title):

Registered Practitioner


Neighbourhood Leads Children and Family services

Location/Site/Base:

3 posts

2. Job Purpose

To provide effective evidence based specialist clinical services for children and families under the indirect supervision of qualified clinicians.

To use your personal effectiveness and knowledge to contribute to the development and delivery of a quality service.

To ensure a high standard of care for all children and young people by effective communication with clients, carers and the referral source.

To participate in clinical supervision and training To undertake audit and participate in research. To work closely in a multi disciplinary team, seeking opportunities to promote social

integration and health improvements for children, young people and their carers. To plan, organise and deliver packages of care as agreed with supervising clinician in

line with clinical governance and professional standards

3. Role of Department The department provides a service to children 0-19years and their families, providing neighbourhood services which are commissioned and delivered. These encompass Health Visiting and School Nursing Teams, Child protection and Children Looked After services, supported by a child Health Administration service



Appendix 3

Macintosh HD:Users:Steve:• Work in Progress:G10628 East Mids Ass Prac toolkit:AP Toolkit (Revision

7):Appendicies:Appendix 3b New.doc

2

5. Minimum qualifications, knowledge, training and experience required for the post.

• GCSE Maths and English grade c or equivalent • IT skills • NVQ 2 in relevant area / or equivalent • Experience of working with children • Foundation Degree or willingness to work towards it

6. Duties 1. In discussion with a qualified clinician, child and carer, develop an individual plan of care

through assessment of the immediate and ongoing needs of the child, in accordance with Trust policies, procedures, protocols and guidelines.

GEN 8 Assist the practitioner to implement healthcare activities

HCS_D5 Comply with legal requirements for patient/client confidentiality

HSC 34 Promote the well-being and protection of children and young people

HSC 38 Support children and young people to manage their lives

AHP Area Lead

Occupational Therapists

Physiotherapists Speech + Language Therapists

Assistant Practitioner Childrens Therapy

Neighbourhood Lead

Health Visiting teams

School Nursing teams

Child protection team

Assistant Practitioner Children and Family teams


Appendix 3



3

MH39 Enable individuals and families to identify factors affecting, and options for optimising, their mental health and social well-being

2. Demonstrate good practice in the delivery of a variety of therapeutic activity programmes according to defined protocols either in a 1:1 or group situation, taking responsibility for the welfare, health and safety of children in their care. Plan and progress interventions with autonomous assessing and planning on a daily basis with indirect supervision of a qualified clinician

CS 13 Implement interventions with children and young people, and those involved in their care

CS6 Implement individualised care plans to meet the needs of children and young people

FMH10 Make and maintain personal and professional boundaries with individuals in a secure setting

GEN 63 Act within the limits of your competence and authority

HAC 244 Manage and organise time and activities to support individuals in the community


HSC 393 Prepare, implement and evaluate agreed therapeutic group activities

HSC 429 Work with groups to promote individual growth, development and independence

3. Understanding of a range of non routine work procedures and practises which require

intermediate level of theoretical knowledge gained through relevant training and experience



CfA201Carry out your responsibilities at work


4. Assessing children and young people with the indirect supervision of a qualified clinician




Appendix 3



4

5. Develop and consolidate personal knowledge and skills demonstrating the evidence in a CPD portfolio. Demonstrates continuous appraisal analysis and evaluation of personal clinical practice and acts on indicators for change considering all available options. Participate in training and education on topics associated with the speciality and produce reflective evidence of competencies gained in CPD portfolio

GEN 13 Synthesise new knowledge into the development of your own practice

HSC 23 Develop your knowledge and practice

6. Maintains accurate, current and a professional standard of record keeping in line with

professional codes, therapy service standards and team specific requirements.

HCS_D5 Comply with legal requirements for patient/client confidentiality

HAC 324 Process information relating to children and young people's offending behaviour

HSC 41 Use and develop methods and systems to communicate record and report

SS 07 Receive, transmit, store and retrieve information (CSC Unit CU5)

7. To be an active member of the team by attending staff meetings, training sessions, external courses and reflective practice. Maintain a personal development plan and seek opportunities to acquire necessary knowledge and skills

HSC 241 Contribute to the effectiveness of teams

GEN 13 Synthesise new knowledge into the development of your own practice

HSC 23 Develop your knowledge and practice

8. Responsible for the safe use of equipment in their care, identifying and advising on

equipment and material needs, requisitioning where there is delegated authority

CHS 210 Maintain healthcare equipment, medical devices and associated systems

M&L E8 Manage physical resources

9. Assist staff in delivering complex interventions. Prioritise and effectively time manage clinical responsibilities




HAC 244 Manage and organise time and activities to support individuals in the


Appendix 3



5

community


HSC 322 Prepare, implement and evaluate group activities to address the offending behaviour of children and young people

10. Undertake and contribute to clinical risk assessment for self, child/carer and other team members, ensuring that personnel and safety policies are adhered to



HSC 395 Contribute to assessing and act upon risk of danger, harm and abuse

7. Skills Required for the Post Communication and relationship skills

• To be a point of contact for outside agencies and organisations to ensure Information relating to children is shared in an appropriate and timely manner.

• To communicate clearly and accurately, information, that is sometimes complex, that

will enable the child and their parents or carers to understand.

• To communicate with children with a variety of needs such as physical or learning difficulties / disabilities and for whom English may not be their native language.

• To communicate information to senior members of staff to inform them of treatment

progress.

• To communicate outcomes of interventions accurately, currently and clearly in the appropriate documentation style and method. This will require the use of a varied range of communication media including IT based systems.

• To communicate with outside agencies as required in order to support both clinicians,

children and their carers

• To contribute to multi disciplinary team meetings relating to children and young people on your case load.

• To take an active role in team meetings.

• To demonstrate good listening skills enabling a good rapport to be built between self

and children and their families and carers.

• To be able to communicate highly sensitive information relating to child protection issues as necessary.

Analytical and judgment skills


Appendix 3



6

• Works with the direction of the clinical staff in the implementation and monitoring of

clinical standards and outcome measures in designated areas of activity • Assist qualified staff in delivering treatment interventions which may be complex.

Planning and organisational skills

• Prioritise and effectively time manage clinical responsibilities

• To plan, organise and deliver clinical programmes as agreed with supervising clinician in line with clinical governance and professional standards

Physical skills

• Ability to drive for a moderate percentage of the working day to carry out assessment/treatments in a variety of community settings.

• A good level of general fitness is required to carry out assessments and treatments in

the community. The ability to sit, stand, bend, walk distances, run and climb stairs is necessary.

• Well-developed sensory and physical skills acquired through experience and practice to

use equipment and techniques in a variety of settings.

• Ability to respond appropriately to challenging behaviour.

• Physically able to manoeuvre equipment/furniture, as required during an assessment, within health and safety/risk assessment protocols

• Physically able to assist children who may have various degrees of physical disability.

8. Responsibilities of the Post Holder

Responsibilities for direct/indirect patient care

• In discussion with a qualified clinician, child and carers, develop an individual plan of care through assessment of the immediate and ongoing needs of the child, in accordance with Trust policies, procedures, protocols and guidelines

• Demonstrate good practice in the delivery of a variety of therapeutic activity

programmes according to defined protocols either in a 1:1 or group situation, taking responsibility for the welfare, health and safety of children and young people in their care.

• Plan and progress interventions with autonomous assessing and planning on a daily

basis with indirect supervision of a qualified member of staff

• To decide priorities for own work balancing other patient related and professional standards within agreed protocols.


Appendix 3



7

Responsibilities for policy and service development implementation

• To work with the Health Visiting and School Nursing teams to develop and maintain a

service structure which delivers best practice • Monitor user and commissioner satisfaction with the service

Responsibilities for financial and physical resources

• Contribute to the non clinical day to day running of the service as necessary to ensure

its smooth running

• Respond to organisation change and be flexible with work practices Responsibilities for human resources (including training)

• Ensure relevant administration, personnel and safety policies are adhered to

• Contribute to the education of colleagues, carers and staff from other agencies to facilitate care packages for service users

Responsibilities for information resources

• Ensure service performance data is collected as agreed and when submitted is accurate and timely

Responsibilities for research and development

• Participates in the culture of learning and continuous improvement in practice • Participates in a process in which clinical services respond to advances in knowledge

and recommendations for best practice

• Participate in audit activity

9. Freedom to Act

• Demonstrate good practice in the delivery of a variety of programmes according to defined protocols either in a 1:1 or group situation, taking responsibility for the welfare, health and safety of children in their care.

• Plan and progress interventions with autonomous assessing and planning on a daily

basis with indirect supervision of qualified member of staff

• Assessing and supporting children with the indirect supervision of a qualified member of staff

• Undertake and contribute to clinical risk assessment for self, client/carer and other team

members, ensuring that personnel and safety policies are adhered to


Appendix 3



8

• In discussion with qualified clinician, child and carers, develop an individual plan of care

through assessment of the immediate and ongoing needs of the child, in accordance with Trust policies, procedures, protocols and guidelines

10 Effort & Environment


Appendix 3

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s w

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rvie

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rso

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en

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Appendix 3

Mac

into

sh H

D:U

sers

:Ste

ve:

• W

ork

in

Pro

gre

ss:G

10

62

8 E

ast

Mid

s A

ss P

rac

too

lkit

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olk

it (

Rev

isio

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):A

pp

end

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pp

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ills

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ry

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y t

o w

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as

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dis

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xib

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ll D

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ers

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en

ce

L

ice

nc

e


Appendix 3

Appendix 1 Job Description

LINCOLNSHIRE PCT

Job Description

1. Job Details Job Title: Assistant Practitioner Children and Family Services

Job ID:

Pay Band:

Band 4

Reports to (Title):

Registered Practitioner


Neighbourhood Leads Children and Family services

Location/Site/Base:

3 posts

2. Job Purpose

To provide effective evidence based specialist clinical services for children and families under the indirect supervision of qualified clinicians.

To use your personal effectiveness and knowledge to contribute to the development and delivery of a quality service.

To ensure a high standard of care for all children and young people by effective communication with clients, carers and the referral source.

To participate in clinical supervision and training To undertake audit and participate in research. To work closely in a multi disciplinary team, seeking opportunities to promote social

integration and health improvements for children, young people and their carers. To plan, organise and deliver packages of care as agreed with supervising clinician in

line with clinical governance and professional standards

3. Role of Department The department provides a service to children 0-19years and their families, providing neighbourhood services which are commissioned and delivered. These encompass Health Visiting and School Nursing Teams, Child protection and Children Looked After services, supported by a child Health Administration service



Appendix 3


Appendix 4

Appendix 4Mapping Exercise to

demonstrate that previous national guidance is reflected in the core

competences for APs

He

alt

h

Fu

nc

tio

na

l M

ap

Un

de

rpin

nin

g

Pri

nc

iple

Re

fere

nc

e F

un

cti

on

C

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pe

ten

ce

Na

tio

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l A

ss

ista

nt

Pra

cti

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ne

r T

ran

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Ro

les

c

ore

/co

mm

on

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s

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l p

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en

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on

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ate

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mp

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ab

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Sk

ills

Le

ve

l 4

Kn

ow

led

ge

a

nd

Sk

ills

F

ram

ew

ork

GE

N 2

2 C

om

mu

nic

ate

eff

ective

ly w

ith

in

div

idu

als

C

ore

1.2

1. C

om

mu

nic

atio

n

1.2

, C

om

mu

nic

ate

e

ffe

ctive

ly

H

SC

21

Co

mm

un

ica

te w

ith

, a

nd

co

mp

lete

re

co

rds fo

r in

div

idu

als

C

ore

1.2

2.

Eq

ua

lity &

D

ive

rsity.

2.5

, E

nsu

re y

ou

r o

wn

a

ctio

ns s

up

po

rt t

he

e

qu

alit

y d

ive

rsity r

igh

ts

an

d r

esp

on

sib

ilitie

s o

f in

div

idu

als

.

HS

C 2

34

En

su

re y

ou

r a

ctio

ns s

up

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rt e

qu

alit

y,

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ity

an

d r

esp

on

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ilitie

s o

f o

the

rs.

Co

re 6

.2

3.9

Su

pp

ort

th

e h

ea

lth

an

d

sa

fety

of

yo

urs

elf a

nd

in

div

idu

als

. H

SC

22

Su

pp

ort

he

alth

an

d s

afe

ty o

f se

lf a

nd

oth

ers

.

C

ore

3.1

3. H

ea

lth

, S

afe

ty

& S

ecu

rity

. 3

.8 E

nsu

re y

ou

r o

wn

a

ctio

ns r

ed

uce

th

e h

ea

lth

a

nd

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fety

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k t

o o

the

rs.

IPC

2 P

erf

orm

ha

nd

hyg

ien

e to

pre

ve

nt

the

sp

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d o

f in

fectio

n.

Co

re 3

.1

4.1

En

su

re c

om

plia

nce

w

ith

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ga

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eg

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tory

, e

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nts

HS

C D

5 C

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ply

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nts

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nfid

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lity.

Co

re 5

.2

EN

TO

WR

V1

Ma

ke

su

re y

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r a

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ns c

on

trib

ute

to

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fe w

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cu

ltu

re.

Co

re 3

.2

4.

Sa

feg

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rote

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Ind

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ke

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e c

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n a

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ll b

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HS

C2

4 E

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are

, p

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idu

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Co

re 6

.2


Appendix 4

4

.3 A

ct w

ith

in t

he

lim

its o

f yo

ur

co

mp

ete

nce

an

d

au

tho

rity

GE

N6

3 A

ct

with

in t

he

lim

its o

f yo

ur

co

mp

ete

nce

an

d

au

tho

rity

C

ore

5.2

A.

Asse

ssm

en

t a

nd

In

ve

stig

atio

n

of H

ea

lth

.

A.2

.10

.1 D

ete

rmin

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d

iag

no

sis

an

d p

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no

sis

fo

r a

n in

div

idu

al.

CH

S 1

18

Fo

rm a

pro

fessio

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l ju

dg

em

en

t o

f a

n

ind

ivid

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l’s h

ea

lth

co

nd

itio

n

HW

B 6

.3

B.1

.1.3

Pre

pa

re

ind

ivid

ua

lise

d tre

atm

en

t p

lan

s f

or

ind

ivid

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ls.

AG

2 C

on

trib

ute

to

ca

re p

lan

nin

g a

nd

re

vie

w.

HW

B 2

.2

B2

.1.3

Pre

pa

re in

div

idu

als

fo

r h

ea

lth

ca

re a

ctio

ns.

GE

N 4

Pre

pa

re in

div

idu

als

fo

r clin

ica

l/ t

he

rap

eu

tic

activitie

s.

HW

B 7

.1

B2

.1.5

Pre

pa

re

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vir

on

me

nts

fo

r u

se

d

uri

ng

he

alth

ca

re d

eliv

ery

.

GE

N 6

Pre

pa

re t

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en

vir

on

me

nt

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d r

eso

urc

es f

or

use

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g c

linic

al/ th

era

pe

utic a

ctivitie

s.

H

WB

7.1

B2

.1.7

Mo

nito

r a

nd

m

an

ag

e t

he

en

vir

on

me

nt

an

d r

eso

urc

es d

uri

ng

an

d

afte

r h

ea

lth

ca

re a

ctivitie

s.

GE

N 7

Mo

nito

r a

nd

ma

na

ge

th

e e

nvir

on

me

nt

an

d

reso

urc

es d

uri

ng

an

d a

fte

r clin

ica

l/th

era

pe

utic a

ctivitie

s.

NO

S –

no

t ye

t m

ap

pe

d

to K

SF

B2

.1.8

Su

pp

ort

oth

ers

in

p

rovid

ing

he

alth

ca

re

actio

ns.

GE

N 8

Assis

t th

e p

ractitio

ne

r to

im

ple

me

nt

clin

ica

l/th

era

pe

utic a

ctivitie

s.

HW

B 7

.1

B2

.2.1

Pro

vid

e life

su

pp

ort

. C

HS

36

Pro

vid

e b

asic

life

su

pp

ort

.

H

WB

7.3

B2

.9.1

Su

pp

ort

in

div

idu

als

d

uri

ng

an

d a

fte

r clin

ica

l/

the

rap

eu

tic a

ctivitie

s.

GE

N 5

Su

pp

ort

in

div

idu

als

du

rin

g a

nd

aft

er

clin

ica

l/th

era

pe

utic a

ctivitie

s.

HW

B 7

.1


Appendix 4

G1

.3.1

Co

ntr

ibu

te t

o th

e

effe

ctive

ne

ss o

f te

am

s.

HC

S 2

41

Co

ntr

ibu

te t

o th

e e

ffe

ctive

ne

ss o

f te

am

s.

Co

re 5

.1

G1

.3.7

Allo

ca

te a

nd

ch

eck

wo

rk w

ith

in y

ou

r te

am

. M

&L

D5

Allo

ca

te a

nd

ch

eck w

ork

with

in y

ou

r te

am

.

G

6.2

G

: M

an

ag

em

en

t o

f th

e p

rovis

ion

of

he

alth

ca

re.

G1

.7.6

Au

dit y

ou

r o

wn

clin

ica

l p

ractice

. G

EN

23

Mo

nito

r yo

ur

ow

n w

ork

pra

ctice

.

N

OS

– n

ot

ye

t m

ap

pe

d

to K

SF

G2

.13

Ma

inta

in f

ile s

tore

s.

CfA

10

5 S

tore

an

d R

etr

ieve

In

form

atio

n.

IK 1

.1

G

2.1

5 R

ece

ive

an

d p

ass

on

me

ssa

ge

s a

nd

in

form

atio

n

CfA

10

6 U

se

IT

to

exch

an

ge

in

form

atio

n.

Co

re 1

.1

H2

.1 D

eve

lop

yo

ur

kn

ow

led

ge

an

d p

ractice

. H

SC

23

De

ve

lop

yo

ur

kn

ow

led

ge

an

d p

ractice

.

C

ore

2.1

H2

.2 R

efle

ct

on

an

d

eva

lua

te y

ou

r o

wn

va

lue

s,

pri

ori

tie

s,

inte

rests

an

d

effe

ctive

ne

ss

GE

N1

2 R

efle

ct

on

an

d e

va

lua

te y

ou

r o

wn

va

lue

s,

pri

ori

tie

s,

inte

rests

an

d e

ffe

ctive

ne

ss

NO

S –

no

t ye

t m

ap

pe

d

to K

SF

H2

.3.

Syn

the

sis

ne

w

kn

ow

led

ge

in

to th

e

de

ve

lop

me

nt o

f yo

ur

ow

n

pra

ctice

.

GE

N1

3 S

yn

the

sis

ne

w k

no

wle

dg

e in

to t

he

de

ve

lop

me

nt

of yo

ur

ow

n p

ractice

.

N

OS

– n

ot

ye

t m

ap

pe

d

to K

SF

H.

Ed

uca

tio

n a

nd

le

arn

ing

a

rou

nd

he

alth

.

H.3

.5 P

rovid

e le

arn

ing

o

pp

ort

un

itie

s f

or

co

llea

gu

es.

M&

L D

7 P

rovid

e le

arn

ing

op

po

rtu

nitie

s f

or

co

llea

gu

es.

Co

re 2

.3


Appendix 4


Appendix 5

Appendix 5Sample Foundation

Degree

1

FDSc

Subject Health and Social Care Practice

Abridged Curriculum (internal use only)

Date 22 January 2009


Appendix 5

2

FOUNDATION DEGREE HEALTH AND SOCIAL CARE PRACTICE

Semester1

TransferableSkills

Weeks 1-18

TransferableSkills

(30 credits)

Weeks 1-18

Personal andInterpersonalDimensions ofH&SC

(15 credits)

Weeks 1-9

ProfessionalPracticeProcesses

(15 credits)

Weeks 10-18

LEVEL1

Semester2

Principles ofH&SC

Weeks 1-18

Principles ofH&SC

(30 credits)

Weeks 1-18

Ethical andLegalDimensions ofH&SC

(15 credits)

Weeks 1-9

DevelopingTeams

(15 credits)

Weeks 10-18

Semester3

Health in theCommunity

(15 credits)

Weeks 1-9

ManagingLong-termConditions

(15 credits)

Weeks 1-9

Good Practicein InfectionPreventionand Control

(15 credits)

Weeks 10-18

KeyConcepts ofEvidence-basedPractice

(15 credits)

Weeks 10-18

LEVEL2

Semester4

Optionalmodule

Family & ChildHealth

Mental Health

Older Adult

Care of theAcutelyUnwell Adult

The TherapyProcess

Weeks 1-9

Optionalmodule

(30 credits)

Weeks 1-9

EnsuringQuality –issues forOrganisations

(15 credits)

Weeks 10-18

ExtendingProfessionalPractice

(15 credits)

Weeks 10-18


Appendix 5

University of Lincoln

1. Programme outcomes

Programme-level learning outcomes are identified below. Refer to Error! Referencesource not found. for details of how outcomes are deployed across the studyprogramme.

1.1. Knowledge and understanding

On successful completion of the Foundation Degree in Health and Social CarePractice a student will be able to:

A1. Integrate theory and practice.

A2. Synthesise information/data from a variety of sources.

A3. Demonstrate knowledge of significant and emerging theories relating to theory andpractice.

A4. Utilise problem solving skills.

A5. Assist in planning, implementing and reviewing care received by individuals orgroups in health or social care environments.

A6. Work effectively to develop inter-professional relationships to improve carereceived.

1.2. Subject specific skills and attributes


B1. Communicate effectively with individuals and groups within health and social careenvironments.

B2. Discuss and articulate ethical issues facing health and social care workers.

B3. Critically discuss various determinants of health and strategies to improve the healthof a community.

B4. Understand and be able to employ qualitative and quantitative researchmethodologies.

B5. Analyse the strategy and implementation of health management and qualityassurance.

B6. Discuss the theories surrounding Professional Process and its implementationwithin a work setting with individuals accessing services.

B7. Understand and discuss a selection of long term conditions and the impact on theindividual.

B8. Demonstrate the knowledge, experience and skills required for the role of assistantpractitioner.

B9. Critically assess the care received by individuals against National standards.


Appendix 5


3.3. Transferable skills and attributes


C1. Structure and communicate ideas effectively by written and verbal means, usingICT media as a tool where appropriate.

C2. Demonstrate appropriate critical thinking skills.

C3. Effectively work within a team and independently.

C4. Use ICT to support their own development.

C5. Negotiate informally with peers and formally with professionals.

C6. Manage time, resources and tasks to deadlines.

C7. Improve own performance through critical self-reflection.


Appendix 5


2. Teaching, learning and assessment strategies

2.1. Teaching and learning strategy

The teaching and learning strategy adopted within the FDSc Health and Social CarePractice reflects the purposes and objectives set out in the United Kingdom QAA FinalDraft Foundation Degree Benchmark Statement in the following ways:

Learners will be supported through their learning by face to face interaction with tutors.This will be extended through peer support and sharing learning experiences from avariety of health and social care environments.

Learners will be provided with paper based materials which permit learning where andwhen they choose and will be sign posted towards additional resources to consolidatethe learning experience. Learners will be able to access the College VLE at any time ofthe day and from anywhere.

The detail of delivery is given with each unit specification and varies according to thenature of the unit. However delivery within each unit will consist of:

Tutor led seminars to present theoretical knowledge.

Student led seminars to explore the implementation of theoretical knowledgeand improvements in practice.

Independent study.

4.2 Work-Based Learning

The Benchmark requirement for a substantive work-based learning component within anFD programme has been addressed by recognising the educative experience of theworkplace. The design of the programme has integrated work-based learning throughthe syllabus and the assessment process. Each unit reflects an aspect of professionalpractice within health and social care. However the following units have beenspecifically designed as work-based learning units.

Family and Child Health

Mental Health

Older Adult

Care of the Acutely Unwell Adult

The Therapy Process

At Level 2, students are required to undertake one option unit of five in their specialistarea (30 credits).

Within these units students will be expected to demonstrate underpinning knowledgeand occupational competence to reflect the unit assessment criteria.

4.3 Assessment Strategy

The assessment strategy adopted within the FDSc Health and Social Care Practicereflects the ethos of Foundation Degrees to ensure the learner can implement theoryinto practice or critically review practice. Details of the assessment strategies areincluded in the unit specifications. Assessment for the programme comprises:-


Appendix 5


Demonstrating knowledge through written assignments, which include essaysand reports.

Demonstrating knowledge of practice through portfolio building, case studies orcompetences.

Analysis of practice through critical review and reflection.


Appendix 5


Unit Title Transferable Skills for Learning

Unit synopsis

This unit is designed to ensure that all students have the opportunity to develop the skills to

become lifelong learners and to promote employment opportunities. An introduction to a wide

range of skills will enable students to become efficient practitioners, develop decision-making

skills, improve confidence and develop team cohesion and compatibility. Students will be

provided with the opportunity to develop their skills of working with information technology,

academic writing skills, improving own learning and performance, reading skills, presentation

skills, problem solving and reflective practice. It also gives students the opportunity to review

individual performance and identify needs, plan and implement an action plan and evaluate

performance. Students will have an introduction to health promotion and education having

the opportunity to explore these within their workplace.

Learning outcomes

The student will be able to:

1. Evaluate own progress towards becoming an independent learner.

2. Devise, implement and evaluate an action plan.

3. Plan, prepare and deliver a Health Promotion Education presentation.

4. Demonstrate an understanding of models of health promotion, measuring target audienceneeds and factors that influence health behaviour choices.

5. Use appropriate time management strategies to plan the above mentioned presentation whilstworking in the group environment.

6. Demonstrate an understanding of self concept and self esteem and how reflective practicecan impact on them.

7. Show an understanding of reflective practice.

8. Analyse development of own skills throughout this unit.

Assessment strategy

Presentation: Selecting a subject relevant to own workplace students will deliver a health education

presentation to the whole group. Students will need to utilise each other’s skills and resources in the

joint planning of the presentations to meet outcomes 3 and 4. (ie, students could be arranged into

groups of 3-5 according to workplaces or subjects chosen. Students should then organise the


Appendix 5


collection of information, resources and explore techniques of presentation within the group. Each

student should manage the group logistics in order to prepare the educational presentation.)

Students will be marked on presentation skills and health education content within the context of

health promotion. The presentation should be supported by an individual written report covering the

planning of health promotion work. The presentation alone will carry 10% weighting and the

individual written report will carry 10% weighting.

Journal: Students will keep a journal throughout this unit demonstrating and acknowledging the

development of transferable skills for learning. For instance, initial entries may be a handwritten

record of skills taught, moving on to fully word processed reflection on the acquisition of skills.

Students should be able to reflect how these new skills may apply within their individual practice.

Students should make at least 10 entries with at least 2 in Gibbs’ model of reflective practice.

Evidence of an appreciation of self concept and the development of self esteem should be apparent

throughout the journal. (Outcome 1, 5 , 6 &7) The journal will carry 20% weighting.

Reflective Report: (Outcome 5&6) Students should produce a reflective report on the course of this

unit. It should include a report on the process of planning the presentations, group processes, time

management, the managing of tensions and issues, an analysis and evaluation of their own learning

experiences.

The Reflective report will carry 30% weighting.

Action Plan: (Outcomes 1&2). Devise and implement an action plan to improve own learning and

practice. Review and evaluate your own learning. The Action Plan should include:

Setting aims for learning (both academic and within practice) progressively over the 6 month

period.

Identifying how each aim can be achieved and who can help in the process.

Detailed progress of achieving each aim and continuation of the action plan bringing in new

aims as original aims are achieved.

The Action Plan will carry 30% weighting.


Appendix 5


Unit synopsis

This unit is designed to allow students to develop an understanding of the need for clear

communication between themselves and others. It will encourage learners to identify barriers to

communication, including stress and environment. Students will identify where their own skills can be

improved to promote effective communication.

Learning outcomes


1. Identify the need for clear communication with individuals in a health or social care

environment.

2. Demonstrate an awareness of a range of communication skills.

3. Analyse the impact of barriers to effective communication.

4. Develop strategies to enhance communication and interaction with individuals accessing

health and social care environments.

5. Demonstrate the use of a variety of communication methods with individuals and groups.

Assessment strategy

A portfolio of evidence showing a range of interactions with individuals and groups, identifying

the skills and concepts used by yourself and the other participants. (Outcomes 2, 3, 5). The

portfolio should include a preface as to the importance of clear communication (Outcome 1)

and an analysis of the communication. (6 interactions; must include individuals and groups;

must show a full range of different types of communication skill) (60%)

An evaluation of your own communication skills with an identification of own communication

and interpersonal development needs. (Outcome 4) (40%) (2000 words maximum)

Unit Title Personal and Interpersonal Dimensions of Health and SocialCare


Appendix 5


Unit Title Professional Practice Processes

Unit synopsis

This work-based unit will introduce and immerse students to the professional practice processes of

assessment, planning, intervention and review. A general model of practice process will be

presented that will be elaborated on later in the programme in terms of specific areas of practice for

assistant practitioners in health and social care; and in relation to their role in decision making and

risk.

Students should appreciate these processes holistically and in relation to learning acquired through

other modules. Students will participate in and learn what practice processes involve and how they

relate to each other. Reflective practice, based on work-based experience, evaluative practice, client

involvement and inter-agency/inter-professional collaboration will be introduced as integral to

carrying out these processes in an effective and ethical way.

Learning outcomes

Students will be able to:

1. Explain how practice processes relate to each other to form a connected whole.

2. Describe the main features of the process: assessment, planning, intervention and review.

3. Participate in the activities of assessment, planning intervention and review.

4. Identify issues in effectively involving service users in practice processes

5. Identify issues in effectively collaborating with different agencies and different professional

practice processes.

6. Plan an intervention in response to a work-based case study

7. Review an intervention in response to a work-based case study.

Assessment strategy

Write a reflective account of observed professional practice processes used within own workplace.

This should take the form of a written assignment, based upon a work based case study (appended

to assignment). (100%) (2500 words maximum)

The focus of the case study should be negotiated with the tutor and workplace mentor.

(All learning outcomes should be covered.)


Appendix 5


Unit Title Ethical and Legal Dimensions of Health and Social Care

Unit synopsis

This Unit will introduce students to ethics, legal and regulatory systems in relation to health and

social care practice. It will provide an opportunity to examine ethical theory and its application to the

analysis of ethical dilemmas in health and social care. Studying ethical and legal dimensions in

health and social care will give students an insight into the theories, principles and rules that govern

health and social care practice. The Unit will provide students with an understanding of current

ethical and legal principles that govern provision of health care and the implications for their own

practice. This includes for example, the Mental Capacity Act, protection of vulnerable adults, child

protection (rights) and consent to treatment.

Learning outcomes

Students will be able to:-

1. Evaluate the relationship between law and ethics.

2. Discuss the principles of beneficence, non-maleficence, autonomy and justice.

3. Critically discuss current legal judgements regarding decisions of an ethical nature.

4. Organise and structure the use of critical argument in ethical debate.

5. Discuss and analyse formal and informal codes of conduct and their implications in relation to

their own practice with regard to ethics and law.

6. Understand the implications of the Mental Capacity Act and its impact on the delivery of

health and social care.

Assessment strategy

A case study that requires students to consider how specific ethical or legal scenarios affect delivery

of health and social care in the context in which they work. Students should:

identify and discuss the issues surrounding such scenarios, highlighting the principles

associated with ethics and law in health and social care

critically discuss and reflect on their own responsibilities and those of other health and social

care practitioners within these scenarios and

reflect on the potential impact of such scenarios on health and social care service users.

(Outcomes 1, 2, 3, 4, 5, 6) (2000 words maximum) (70%)

Poster presentation (followed by a ten-minute discussion): Students should select one particular legal

or ethical scenario relevant to the context in which they work and highlight how they are able to

contribute to management of this in the workplace. (Outcomes 5, 6) (30%)


Appendix 5


Unit Title Developing Teams

Unit synopsis

Students will learn about models relating to the development and life cycle of teams. Students will

gain knowledge of the effectiveness of team working and how to enhance effectiveness through

reducing the barriers to team working and improving own contribution.

Learning outcomes


1. Define teams and identify different types of teams.

2. Analyse team membership and understand its relevance.

3. Analyse and evaluate leadership of teams.

4. Evaluate the effectiveness of teams.

5. Analyse and evaluate own performance and effectiveness in a team.

6. Identify strategies to improve team effectiveness.

Assessment strategy

Review and evaluate the performance of a team to which you contribute in relation to team roles,

models of team development and leadership. Suggest recommendations for improvement based

on theory. (50%) (2000 words maximum) (Outcomes 1, 2, 3 and 4)

Evaluate the role you take within a team including your performance. Analyse your impact and

identify strategies you can use to make your contribution more effective. (50%) (2000 words

maximum) (Outcomes 2, 4, 5 and 6)

Unit Title Principles of Health and Social Care

Unit synopsis

This unit introduces students to the concept of health as normal development and physical, mental


Appendix 5


and social wellbeing.

The unit will enable the student to develop and build upon previous knowledge and understanding

and will prepare them to develop new skills that will be utilised as part of their developing role as

assistant practitioner. The unit:

introduces basic anatomy, the anatomical position and planes of movement

introduces specific body systems and practical, physiological monitoring skills used in day-

to-day practice in clinical areas

explores the normal developmental pathway from birth to five and the progression of

developmental milestones, to include motor, sensory, and communication skills

explores the guiding philosophy of social care

explores work practices that support people in a positive way, increasing their self-esteem

and independence

enables students to identify the barriers that limit people’s participation in society

(economic, environmental, cultural)

enables students to gain awareness about mental health care/wellbeing and the impact

that poor mental health has for the individual and the carer, and the consequences for

society.

Students will be expected to demonstrate links between theory and practice. The underpinning

theory and knowledge will be delivered by practitioners employed by the appropriate service in the

Lincolnshire Health Community through lectures, tutorials and workshops.

Practical skill development will be supported in the workplace by students’ mentors

Learning outcomes

On completion of the unit, students will be able to:

compare the social model to the traditional view of disability which is called the ‘medical

model’

demonstrate an understanding into the rudiments of anatomy and physiology for normal

health

demonstrate an understanding of the developmental pathway from birth to five

reflect on the imkpact of undertaking physiological observations/screening on service

users


Appendix 5


identify self-care strategies to maintain mental health and wellbeing for individuals and

groups

Assessment strategy

Essay: Consider what you understand by the term ‘normal health and wellbeing’ and how this applies

to patients/clients in your own organisation. Identify how patients/clients are currently assessed for

health and wellbeing and the impact of this on the care delivered as a result. Consider your own role

in contributing to health and wellbeing in your particular working environment. (1500 words

maximum)

A portfolio that reflects the work undertaken by the student for this unit and which should include:

evidence to demonstrate successful completion of the associated competences

reflection on learning and development needs for health care practitioners with regard to

primary and acute care scenarios

an understanding of boundaries of accountability and responsibility when undertaking

specific clinical skills

a consideration of the impact on patients/clients from their perspective of undertaking

physiological monitoring.

Unit Title Health in the Community

Unit synopsis

This unit introduces students to public health and the relationship between health care and the social

structures that underpin the provision of health and care services. Students will explore concepts of

health promotion and education and develop an understanding of the contribution of public health to

improving the health of the population. This unit also explores epidemiology and students will

develop skills to measure health and to evaluate health promotion work and public health policies

that locally, nationally and internationally impact on health.


Appendix 5


Learning outcomes


1. Identify factors that influence health behaviour.

2. Develop an understanding of professional and lay concepts of health.

3. Evaluate models of health promotion relevant to own workplace.

4. Explore methods of assessing the health needs of the population.

5. Measure community health and demonstrate an awareness of the determinants of health

and illness.

6. Demonstrate an understanding of the ethical issues surrounding health promotion

initiatives and healthy public policy.

7. Analyse and evaluate contemporary public health strategies.

Assessment strategy

A 3500-word essay (100%)

Evaluate the contribution of health promotion and healthy public policy on the health of your own

community.

To meet outcomes 1 & 2 – students should describe the factors that affect health behaviour, showing

an understanding of health beliefs and health concepts and how these impact on health promoting

work.

To meet outcome 3 – students will evaluate the health education session conducted in unit 1

Transferable Skills for Learning.

To meet outcomes 4 & 5 – students will demonstrate knowledge of epidemiology and an

understanding of the determinants of health and illness.

To meet outcome 6 – students will show an understanding of the ethical implications within health

promotion work and public health policy.

To meet outcome 7 – students will evaluate public health policy at local, national and international

levels which will also demonstrate consideration of all the above outcomes.


Appendix 5


Unit Title Managing Long Term Conditions

Unit synopsis

For students to understand the increasing demand for Long Term Conditions (LTC) services and the

balance required in resources, the potential of partner organisations and current workforce roles

must be maximised.

Students will learn how to overcome the boundaries between organisations to ensure joint-working.

They will develop an awareness of how services can be reconfigured and effectively commission

long term condition services against a backdrop of financial constraint and government reform.

Learning outcomes


1. Define and understand the key concepts relating to long term conditions (drawn from the NSF

for Long term Conditions) including planning, implementation and the integration of services

2. Be able to identify potential barriers to people managing long term conditions

3. Identify their own contribution in enabling people to live successfully with long term conditions

Assessment strategy

Essay: Students will choose a long term condition and explore the range of service options available

to people in supporting their needs. Students will evaluate these options in relation to the National

Service Framework or where no specific NSF exists recognised good practice. Students will be

required to analyse how effective service user participation is in relation to service delivery. (100%)

(maximum of 2500 words) (Learning outcomes 1,2,3.)


Appendix 5


Unit Title Good Practice in Infection Prevention and Control

Unit synopsis

This unit introduces good practice in relation to infection prevention and control and allows students

to explore their roles and responsibilities in relation to infection prevention and control. Students will

explore national strategies in relation to this subject and critically evaluate practice in relation to their

own working environment.

Learning outcomes

The student will Understand the importance as to why infection prevention and control is important in

health and social care and gain a general knowledge of the following:-

1. Infection Prevention and Control National legislation

2. Infection Prevention and control local policies

3. Monitoring and auditing mechanisms

Notifiable diseases & infection audit and surveillance

Communication with other agencies

4. Measures aimed at the reduction of HAI’s

Hand hygiene

Food hygiene

Clean clinical environment

5. The Health and Safety at Work Act

COSHH

The handling and disposal of sharps

The handling and disposal of clinical waste

Personal protective equipment (PPE)

The Handling of specimens

RIDDOR and accidental exposure to blood-borne infections and other work related

accidents/diseases


Appendix 5


Assessment strategy

Develop a case study that provides an opportunity to explore a specific area of infection prevention

and control in own area of practice. (50%) 1500 (maximum) words. (Learning outcomes 2,3,4,5)

Reflect upon the specific infection prevention and control measures identified and compare and

contrast them against national guidance/ legislation. (50%) (1500 words maximum) (Learning

outcome 1)

Unit Title Key Concepts of Evidence-Based Practice

Unit synopsis

This unit relies on all the previous units of this course in the understanding of health and social care

practice and the role of the professional healthcare worker. It explores the concept of evidence-

based practice, how it has evolved and it’s impact on health and social care services today.

Learning outcomes

1. Analyse the impact of evidence-based practice over time.

2. Evaluate the impact of evidence-based practice on practice.

3. Demonstrate an understanding of the involvement of quality assurance measures within

procedural policy making.

4. Describe, analyse and evaluate a specific procedure from the workplace that has been

affected by evidence-based research.

Assessment strategy

Essay: Evidence-based practice plays an important role in healthcare in the 21st Century.

Discuss and evaluate.

(3500 words maximum) (100%)

Students will be expected to select one procedure that is used by them on a regular basis to


Appendix 5


discuss. The discussion will involve a description of the procedure, the history of the

procedure and how evidence-based practice has changed it over time. (All learning outcomes

should be covered.)

Unit Title Family and Child Health

Unit synopsis

This is a work-based unit which is intended to enable students to expand their scope of practice

within their work setting. With negotiation with their mentor, the learner should increase skills and

knowledge to work at Assistant Practitioner level. The students will explore the concepts of family

and its changing structure within the community based on the learner’s area of practice. This will

enable students to develop practice skills in their workplace setting to work in partnership with

families. Students will focus on the needs of children and their families within their workplace setting

to support them effectively. The students will then be expected to demonstrate the link between

theory and practice through their assessment which is based in the workplace. This will be

supported by the workplace mentor. This unit is to be taught by practitioners employed by the

appropriate Trust in Lincolnshire.

Learning outcomes


1. Identify the changing structure and roles of families.

2. Analyse the factors which affect the family structure

3. Evaluate the support agencies involved with families

4. Describe the ages and stages of development.

5. Evaluate factors which affect development

6. Demonstrate appropriate observational techniques

7. Demonstrate effective communication skills with children and families.

8. Evaluate interpersonal interactions with children and families.

9. Explore the nature of short term and long term conditions affecting children.


Appendix 5


Assessment strategy

Essay: Consider the changing structure and role of the family and how your organisation has

developed and modernised to ensure the provision of support services for children and their families.

(40%) (1500 words maximum) (Learning outcomes, 1,2,3)

A portfolio of work that reflects work undertaken by the student with a child and/or its family which

must include:-

1. Assessment of the child’s development

2. Analysis of the factors that have impacted on the child’s development.

3. Analysis of the factors that have impacted on the child’s / family health.

4. Four reflective logs of work undertaken with the child/ family.

5. Review the model of intervention provided by your service to children and families. To

what extent do they meet the needs of the service users discussed in your portfolio?

The portfolio requires evidence of reflective practice and observations made by an appropriate

practitioner of the student’s performance. (40%) (Learning outcomes 4,5,6,7,8,9)

A 10 minute presentation about how service users and the service will improve as a result of the

student completing the module (must use examples from practice). The presentation should address

all issues relevant to their practice. (20%) (Learning outcomes 1-9)

Unit Title Mental Health

Unit synopsis

This is a work-based unit which will is intended to enable students to expand their scope of practice

within their work setting. With negotiation with their mentor, the learner should increase skills and

knowledge to work at Assistant Practitioner level. This will be supported by theory and knowledge


Appendix 5


delivered through College. This is a unit that will enable students to understand mental health and

the impact that poor mental health has for the individual, carer and the consequences for society. In

the unit the student will explore and critique explanations of mental health disorders, management

and treatment responses and identify how they as learners are involved in the therapeutic process.

The students will then be expected to demonstrate the link between theory and practice through their

assessment which is based in the workplace. This will be supported by the workplace mentor. This

unit is to be taught by practitioners employed by Lincolnshire Partnership NHS Foundation Trust.

Learning outcomes

The intention is that on completion of this unit students will be able to:

1. Identify changes in the approach to mental health issues.

2. Explain what mental health problems are and their impact on individuals, groups andsociety.

3. Describe models of mental health.

4. Understand and identify the range of treatment and management approaches that areused to work with people with mental health problems.

5. Recognise the importance of service user/carer involvement in their care management.

Assessment strategy

Essay: Consider how mental health services within your own organisation have developed and

modernised demonstrating how this has impacted on the provision of services for service users,

groups and society. (40%) (1000 words maximum)

A portfolio of work that reflects work undertaken by the student with mental health service users

which must include:-

1. Evaluation of issues relating to a service user supported by your own team.

2. Analysis of the factors that have impacted on the service user’s mental health.

3. Contribute to the overall risk and health and social functioning assessment (including

planning, intervention, review and evaluation stages) process of a service user.

4. Four reflective logs of work undertaken with a service user.

5. Review the model of intervention provided by your service to people with mental health

issues. To what extent do they meet the needs of the service users discussed in your

portfolio? (40%)

A 10 minute presentation about how service users and the service will improve as a result of


Appendix 5


completing the module (must use examples from practice). The presentation should address all

issues relevant to your practice. (20%)

Unit Title Older Adult

Unit synopsis

This work-based unit is intended to enable students to expand their scope of practice within their

work setting. In negotiation with their mentor, the learners should increase skills and knowledge to

work at assistant practitioner level. They will explore the concepts of ageing, and the changes that

impact on older people, their health and well being. Centred on their experiences within their

workplace, the students will be enabled to develop the required skills to work in partnership with older

people. Students will focus on the needs of older people and their families to support them

effectively. The students will then be expected to demonstrate the link between theory and practice

through their assessment which is based in the workplace. This will be supported by the workplace

mentor. This unit is to be taught by practitioners employed by the appropriate organisation in the

Lincolnshire health community.

Learning outcomes

The student will be able to reflect upon their experience of caring for older adults and be able to:

1. Identify the aging process and its implications for individuals.

2. Critically explore normalisation concepts within their areas of practice.

3. Explain the concepts of empowerment and advocacy.

4. Explore the implications of any failure to meet the social and psychological needs of an

individual older adult.

5. Appraise the management of care delivered to older adults within a variety of settings.

6. Identify long-term conditions and their management in the older adult.

7. Critically explore communication with older adults within their areas of practice.

Assessment strategy

Based upon a case study of an older adult, consider how the services within your own organisation

have developed and modernised and demonstrate how this has impacted on the provision of


Appendix 5


services for this service user, their family and or carers. (40%) ( Maximum of 1500 words) (Learning

outcomes 1, 2, 3, 4, 5)

A portfolio that reflects work undertaken by the student with service users which must include long-

term conditions or health and social care issues within the sphere of care of the older adult. This

should include:-

An explanation of the condition or issue affecting a service user supported by their own team.

An analysis of the factors that have impacted on the service user’s health.

A contribution to the assessment (including planning, intervention, review and evaluationstages) process of a service user.

Four reflective logs of work undertaken with a service user.

A review of the model of intervention provided by their service to the older adult, andsuggestions as to what extent they meet the needs of the service users discussed in theirportfolio? (40%) (Learning outcomes 1,2,3,4,5,6,7)

A 10 minute presentation about how service users and the service will improve as a result of the

student completing this module (must use examples from practice). The presentation should address

all issues relevant to their practice. (20%) (Learning outcomes 1,2,,3,4,5,6,7)

Unit Title Care of the Acutely Unwell Adult

Unit synopsis

This is a work-based unit that introduces students to the concepts of care and management of

acutely unwell patients in acute clinical settings. Students will demonstrate competence in assisting

in the management and care of acutely unwell patients in a variety of different clinical settings by

completing work-based competences as set out in the unit handbook. This unit will enable the

student to obtain the underpinning knowledge in physiological changes associated with a variety of

clinical conditions within the College environment with support in clinical practice from the workplace

mentor.

The student will then be able to utilise competently assessment frameworks to assist in the

management of acutely unwell patients. The students will then be expected to demonstrate the link

between theory and practice through their assessment, based in the workplace. The workplace

mentor will support this. Practitioners employed by the appropriate Trust in Lincolnshire will teach

this unit.


Appendix 5


Learning outcomes

On completion of the unit the students will be able to:

1. Demonstrate an understanding of altered physiology in relation to the acutely unwell adult

patient

2. Demonstrate competence in the recognition of acutely unwell adults

3. Understand the mechanisms required to summon assistance to the patient who is acutely

unwell

4. Analyse the assessment and management of acutely unwell adults

5. Evaluate management of acutely unwell adults

6. Reflect upon own performance within a clinical setting.

Assessment strategy

Case Study: A specific individual receiving acute care in a clinical setting.

Produce a detailed history of the adult. (500 words maximum) Discuss the altered

physiology of the client and its impact on the individual. (1000 words maximum) Critically

assess the care and care management of the individual. (1000 words maximum) (40%)

Complete the Assistant Practitioner competences specific to this unit. (40%)

Reflect on own performance in relation to the assessment, care and management of the

acutely unwell adult. (1000 words maximum) (20%)

Unit Title The Therapy Process

Unit synopsis

This work based unit will cover therapeutic models, approaches and interventions across the allied

health professions. Students will be provided with the theoretical knowledge and evidence base to

explore these concepts and relate this theory to their clients in the work based setting. Person


Appendix 5


centred practice and therapeutic interventions will be explored making this module relevant for

students working with client’s in the area of rehabilitation and long term conditions. It will therefore

be appropriate for both the adult and child service provider.

Students will be supported by their work based mentor. This unit will be taught by practitioners

employed by the appropriate trust in Lincolnshire

Learning outcomes


1. Explain how the presence of the clients condition impacts on their daily life and function

2. Analyse relevant models and approaches and how these relate to their chosen case study

3. Explore short term objectives and long term goals in relation to their chosen case study

4. Evaluate the therapeutic process and analyse the impact of intervention on the clientacross the multi disciplinary team

5. Develop skills in self reflection and make recommendations for changes or developmentsin practise

6. Demonstrate effective communication

Assessment strategy ( two parts)

Case Study

Choose an individual within a setting, who is actively engaged in rehabilitation or the

therapeutic process.

Briefly describe their clinical diagnosis and explain how their condition impacts on their daily

life and function.

Discuss their therapeutic journey and the contribution of the multi-disciplinary team.

Identify the models and approaches used and how these relate to your chosen case study.

Select and justify a range of assessment and treatment interventions to enable functional

adjustment or improvement. (70%) (2500 words maximum)

Poster or powerpoint presentation

Poster or powerpoint presentation to mentor and module assessor. Ten minute presentation


Appendix 5


followed by question time.

Choose one functional area you are working on with your case study.

How would you assess, implement and evaluate your programme of intervention for this

functional area. Clearly demonstrate how you have used goal setting and outcome

measurement in relation to your case study. (30%)

Unit Title Ensuring Quality: Issues for Organisations

Unit synopsis

The aim of this unit is to introduce the concept of quality and its implications for health and social

care delivery. The Quality Standards in Health and Social Care are an integral part of raising the

quality of health and social care services provided to the community.

National Service Frameworks (NSF), Care Pathways and governance documents:

Give the NHS and other organisations a measure against which they can assess themselves

and demonstrate improvement

Help service users and carers to understand what quality of service they are entitled to

Provide a focus for the public and elected representatives, to consider whether their money is

being spent on efficient and effective services, and delivered to recognized standards

Help to ensure implementation of the duty the Health and Social Care Sector has in respect

of human rights and equality of opportunities

Enable formal assessment of the quality and safety of health and social care services.

Learning outcomes

The student will be able to demonstrate their ability to deliver high quality care by:

1. Ensuring quality in their own practice.

2. Evaluate effectiveness of care delivered in relation to quality assurance processes.


Appendix 5


3. Demonstrate the ability to gather relevant information with regard to quality assurance.

4. Critically analyse how quality issues relate to professional practice.

5. Reflect on their own and others practice in the delivery of quality care.

Assessment strategy

Students will submit a review (written as a report) of how quality is assured in the delivery of

patient/client care in their own organisation. Students will evaluate the quality assurance methods

utilised and reflect on the impact of these on their own and others’ practice in the delivery of quality

care. (Outcomes 1, 2, 3, 4, 5) (3500 words maximum)

Unit Title Extending Professional Practice

Unit synopsis

This unit is designed to consolidate and extend the theoretical and practice competences,

skills and knowledge acquired during the programme. The unit will provide learning

opportunities to facilitate transition from learner to assistant practitioner in health and social

care.

There will be opportunities within this module to explore the development of individual

leadership skills. This will include strategies for managing conflict, understanding the

implications of change management, developing self-awareness and supporting peers and

colleagues.

Learning outcomes


1. demonstrate understanding of the individual’s role within the team and organisation

2. develop and maintain effective working relationships

3. demonstrate a commitment to life long learning

4. demonstrate the ability to critically analyse, understand and act on the implications from

personal reflection

5. develop action plans and goals in relation to professional practice


Appendix 5


Assessment strategy

Students will submit a reflection on a scenario from clinical practice where they have had to utilise

conflict management / change management strategies. Students will be

expected to evaluate the effectiveness of these strategies and implications from their utilisation for

care delivery. (Outcomes 1, 2, 4, 5) (50%) (1500 words maximum)

Students will develop a personal development plan that outlines their future learning objectives and

goals. Development of this plan should take into consideration national and workplace strategies and

initiatives, and those that reflect on their own practice and the service needs where they work.

Students will be expected to discuss the rationale for their choice of specific goals and objectives and

identify how they intend to meet these. (Outcomes 3, 4, 5) (50%) (1000 words maximum)


Appendix 5


Appendix 6


Code of Practice

AP code of conduct

Version 2

Julie Carvin – 19/8/08 Macintosh HD:Users:Steve:Desktop:NEW:Appendix 9a Assistant Practitioner Code of Practice.doc

Assistant Practitioner

Code of Practice

Introduction

This Code of Practice identifies the standards of behaviour and attitude that are required of Assistant Practitioners by Derbyshire Mental Health Services NHS Trust, to ensure the delivery of a safe, competent and high quality service to our service users and carers. Main Principles of the Code of Practice

• To make the care of service users and carers a priority, treating them as individuals and respecting their dignity.

• To provide a safe, competent and high quality service. • To act in a way that justifies public trust and confidence. • To maintain the good standing and reputation of the Trust. • To ensure that you conform to Trust Policies and procedures.

Responsibilities

• Respect the service user and carer as individuals. • Obtain appropriate consent before commencing any activities. • Protect confidential information, and keep clear and accurate records. • Maintain your occupational knowledge and competence to deliver care

based on the best available evidence or best practice. • Promote and participate in Multi-Disciplinary Team working. • Be trustworthy and maintain clear, professional boundaries. • Act to identify and minimise risk to service users, carers, colleagues

and the wider population. • Report poor practice and standards. • Be willing to share your skills and experience to benefit your

colleagues.


Appendix 6


AP code of conduct

Version 2


Your responsibilities as an Assistant Practitioner

• Although you will be expected to act upon your own initiative when working with the service users and carers, this must be within the Trust’s policies and procedures, in accordance with legal and ethical requirements and under the supervision of a registered professional.

• You will carry out all activities within your scope of competence in a safe and effective manner. You must recognise the limits of your competence and not undertake an activity that is not part of your job description.

• If you do not feel ready to undertake an activity, report this to your line manager or supervisor and ask them to help you develop your competence.

• You must take part in appropriate learning and practice activities, in order to maintain your competence and performance in order to provide safe and effective care.

• You will promote the service users rights, dignity and privacy at all times, working in partnership with service users and carers, supporting their rights to choice, independence and self-management, while maintaining the safety of all.

• You must maintain clear, legible and accurate records of contact with service users and carers, ensuring that entries in paper notes are signed, dated and timed, and that computer records are clearly attributable to you. All entries should be made as soon as is practically possible.

• You must maintain the confidentiality of information about the service users and carers, only disclosing information if you believe that they may be at risk of harm and abuse.

• You must obtain appropriate consent before any activity, respecting the individual’s right to accept or decline care.

• You must work co-operatively within the Multi-Disciplinary Team and other agencies, respecting the skills, expertise and contributions of your colleagues.

• You will share your skills and knowledge, providing advice and guidance to colleagues, taking part in the supervision and learning of others to develop their competence.

• Where you identify that an individual is at risk, or there is evidence of poor practice or standards, you must act without delay, following Trust policies and procedures.

• You will maintain high standards of practice and participate in a process of change and development in order to improve the quality of service delivery.


Appendix 6

AP code of conduct

Version 2


The Trust’s Responsibilities

• To provide mandatory training as identified in the Essential Training Matrix, to help you maintain and build on your knowledge and skills as an assistant practitioner.

• Where training is identified through appraisal to expand your knowledge and skills, the Trusts study leave policy must be followed.

• To review job descriptions as needed, to ensure that the Trust is providing a high quality service which meets the changing needs of the service users and incorporates future changes to national legislation and Trust policies and procedures.

Useful links Nursing and Midwifery Council www.nmc.org.uk Skills for Health www.Skillsforhealth.org.uk NHS Careers www.Nhscareers.nhs.uk Royal College of Nursing www.rcn.org.uk Unison www.unison.org.uk Acknowledgements North Bristol NHS Trust, Cumbria & Lancashire SHA,NMC Code of Conduct


Appendix 6


Appendix 7

Appendix 7

Mentorship Model

1

A Model of Mentorship and Support for Practice Based Learning

for Trainee Assistant Practitioners

Practice Based Learning

Practice based learning enables students to use their work based experiences to inform their development and meet the competencies required for their role. Practice based learning also provides opportunities for enquiry into and reflection upon best practice and the issues that impact upon care delivery in practice. The opportunity to learn is practice is fundamental to the development of practice skills and the delivery of quality care. Accountability and responsibility for practice are shared between Lincolnshire Community Health Services and partner agencies (the employer) and the Trainee Assistant Practitioner (the employee). Where a registered practitioner delegates care delivery, they must be satisfied that this is in the best interest of the patients/ clients and does not compromise existing care. The Registered practitioner in this instance remains accountable for the appropriateness of the delegation, for providing sufficient support and adequate supervision to the practitioner.

• In accordance with the policy on implementation of the assistant practitioner contract Trainee Assistant Practitioner’s will be allocated by the Appointing Manager to appropriate areas of practice to support the students learning needs.

• Trainee Assistant Practitioners should be able to complete the majority of their learning within a designated practice base for the 2 year programme and be placed in other practice settings as required.

• It is important that placement allocation remains within the context of the FDSc Health and Social care programme, and that experiences of allied services are directly related to the practice area in which they are based.

• Practice based learning must reflect routine service provision and offer opportunities for the student to experience 24 hour, seven day a week care delivery.

• Practice based learning experiences must be of sufficient length to enable students to achieve appropriate levels of proficiency in specified skills during that period and support the attainment of competency prior to completion of the 2 year programme.


Appendix 7


2

Roles in Supporting Practice Based Learning

There are 3 key roles required to facilitate the process of supporting practice based learning a Mentor must be allocated by the Manager upon the appointment of an individual to the role of Trainee Assistant Practitioner (TAP). The mentor upon identifying learning needs to be achieved in a complementary placement will delegate the supervisory role to a Supervising Practitioner in that area of placement.

Role of the Manager in relation to mentorship of Trainee Assistant Practitioner

The chief role of the manager is the monitoring of the Trainee Assistant Practitioners compliance with the policy on implementation of the assistant practitioner contract, and in particular the learning contract. The Manager is responsible for: • Allocating an appropriate mentor to the Trainee Assistant Practitioner

upon their appointment. • Supporting the mentor in their role of facilitating Practice based

learning for the Trainee Assistant Practitioner. • Ensuring the Trainee Assistant Practitioner has individual performance

review against the KSF post outline. • Ensuring the Trainee Assistant Practitioner has access to Clinical

Supervision. • Ensuring the Trainee Assistant Practitioner is maintaining a work diary

with daily entry of study and practice hours. • Ensuring the Trainee Assistant Practitioner spends a minimum of 2

days per week in a health and social care setting. • Signing the Trainee Assistant Practitioner’s travel claim forms and

timesheets. • Ensuring that all placement evaluations are forwarded to the

programme leader at Boston College.


Appendix 7

3

Role of the Mentor A Mentor should meet the following criteria…

• Must be a Registered practitioner employed by NHS Lincolnshire. • Must have completed a period of preparation for the role of mentor,

meeting the mentorship requirements of their professional body. • Must be designated “active” on the IPLU register of assessors

database. • Must have expertise in the area of practice and with the client group

that the Trainee Assistant Practitioner will be gaining experience in. • Must meet formally with student at least once a month. • Must accept the role with the agreement of the line manager and be

prepared to do so for the duration of the 2 year programme. The Mentor is responsible for…

• Ensuring the planning and implementation of supported practice based learning, to ensure that the Trainee Assistant Practitioner achieves their learning outcomes in an efficient manner.

• Considering any potential impact of the Trainee Assistant Practitioner placement upon service provision and remain sensitive to patients, their families and carers needs and preferences.

• Considering the effective use of practice based learning, such as being mindful of the allocation of any other students within a specific area and when appropriate utilise opportunities for shared learning.

• Facilitating students in making key decisions concerning their academic programme, such as identifying topics for assignments, case studies, presentations etc and negotiating their selection of optional units.

• Signing timesheets/travel claims which should then be countersigned by the manager.

• Providing any feedback on Trainee Assistant Practitioner performance, progress and attainments, to the manager and/or FDSc programme leader as appropriate.

• Providing regular feedback to the Trainee Assistant Practitioner on their progress.

• Maintaining their competence as a mentor through professional development and annual update.

• Attending the Mentor Updates delivered by Boston College. • Attending The Assistant Practitioner Mentor Support Group on at

least 4 occasions per year.


Appendix 7

4

Role of the Supervising Practitioner A Supervising Practitioner should meet the following criteria…

• Must be a practitioner employed by NHS Lincolnshire. • Must have expertise within his/her area of practice. • Must have completed a period of preparation for their role prior to the

students allocation. • Must have completed a period of preparation for the role of mentor/

supervisor, meeting the mentorship requirements of their professional body.

• Must be recorded on the IPLU register of assessors database if required to make a summative assessment of the student’s competency.

The Supervising Practitioner is responsible for…

• Supervising the student and facilitating their practice based learning whilst allocated to a complimentary placement, which is ordinarily the practitioner’s area of practice.

• Facilitating appropriate practice based learning opportunities in complementary areas/services to enable the Trainee Assistant Practitioner to achieve their learning outcomes.

• Maintaining appropriate records relating to student progress. • Signing timesheets/travel claims which should then be countersigned

by the manager. • Providing any feedback on Trainee Assistant Practitioner performance,

progress and attainments, to the mentor. • Assuming any delegated tasks in relation to supporting the Trainee as

agreed with the Manager and Mentor


Appendix 7

5

Professional and Statutory mentorship Standards Mapping

Themes NMC

standards HPC

standards NHS KSF

dimensions

1. Generic skills 1 7

5.12 Core 1 Core 2

2. Learning and teaching in practice

2 3 4 8

5.4 5.7.1 5.12

Core 2 G1 G6

3. Supporting learning in practice

1 2 5 6 8

5.4 5.12

Core 2 G1 G6

4. Assessment in practice

1 3 4 5 8

5.4 5.7.4

Core 2 G1 G6

5. Inter-professional learning

1 5 6

5.12 Core 2 G1

6. Reflection 1 4 8 7

5.4 5.7.4 5.12

Core 2 G1 G2

7. Diversity 5 1 2

5.13 5.12

Core 6

NMC: the 8 core domains (NMC standards to support learning and

assessment) 1. Establishing effective working

relationships 2. Facilitation of learning

3. Assessment and accountability 4. Evaluation of learning 5. Creating an environment for

learning 6. Context of practice 7. Evidence based practice 8. Leadership

HPC: the 5 practice placement standards ( The Health

Professions Councils Standards of Education and Training) note: this

document is under review with

consultation ongoing.

5.4 Learning, teaching and supervision

must be designed to encourage safe and effective practice, independent learning and professional conduct.

5.7.1 Students and practice educators must be fully prepared for placement, which will include information about and understanding of the learning outcomes to be achieved.

5.7.4 Students and practice educators must be fully prepared fro placement, which will include information about and understanding of assessment procedures and implications and actions around failing.

5.12 A range of learning and teaching methods that respects the rights and needs of patients and colleagues must be in place.

5.13 Placement providers must have equal opportunities and anti- discriminatory policy and indicate how this

is implemented and monitored.


Appendix 7


Appendix 8


Framework

Macintosh HD:Users:Steve:Desktop:NEW:LINCOLNSHIRE ASSISTANT PRACTITIONER FRAMEWORK.doc

LINCOLNSHIRE ASSISTANT PRACTITIONER FRAMEWORK

In developing a modernised service, consideration should be given to reviewing the skill mix within teams to consider the use of enhanced practice roles within registered and non-registered staff groups. Principles of the Framework

• Assistant Practitioners work under indirect supervision of a Registered Practitioner to agreed protocols.

• Assistant Practitioners should hold or be working towards an accredited educational programme which is recognised by any relevant professional bodies.

• The requirement for an Assistant Practitioner role should be supported by workforce information and service needs relating to gaps and opportunities in the service, supply of registered professionals and other skill mix changes in the team.

• Development of Assistant Practitioners should be led by services and patient

pathways, rather than professions • Assistant Practitioners are viewed as an enabler for the development of

Advanced Practitioner roles

• The infrastructure to support and sustain new roles needs to be developed

through role and service redesign The HPC has recently issued a positive joint statement on Foundation Degrees for

Support Workers (November 2004). The professional bodies included are BAPO, BDA,

COT, CSP, RCSLT, SCoR and SCPOD.

The statement acknowledges the value of Foundation Degrees as a qualification for

support workers and that this is highly relevant to the consultation about support worker regulation. The AHP bodies also make explicit their expectation that Foundation

Degrees will provide a stand-alone qualification for a specific role within the Career

Framework and that it will be possible to use this to progress onto a health related

degree programme.

Foundation degrees may not be the only suitable route for equipping assistant

practitioners with the knowledge and skills required for them to operate at level 4 on the career framework. Alternatives include NVQ 3 or 4 with extra competences as required

and HE Certificates.

Assistant Practitioners

This title has been introduced through the development of new roles. It is generally used

to describe a level of support worker who is competent to take on additional tasks usually performed by a registered practitioner.

This level of worker has been identified, through national pilots, as crucial to the

successful modernisation of the workforce. In addition to the national guidance, development of the role must reflect the local workforce needs emerging from service

and role redesign projects. The introduction of assistant practitioners should be a priority


Appendix 8


for services that can demonstrate the potential impact on capacity and better

experiences for patients.

Some health professions have a long history of support workers who, in some cases, are

meeting the requirements of assistant practitioners. Other professions have not

developed these roles other than perhaps as ‘helpers’, who may not receive defined or generalised training. There is therefore a need to develop a regional agreement about

the definition of this role and local consensus in the meantime.

The introduction of Assistant Practitioners at ‘level 4’ on the NHS Career Framework,

provides a stepping stone between support workers and registered graduate

professionals. Although some professional groups have enabled assistants to gain access to full degree programmes there has traditionally been a ‘glass ceiling’ for

support workers in many areas of health care. Education and Training The introduction of foundation degrees does provide an academic qualification for

assistant practitioners – although as previously stated it is not the only educational pathway.

The foundation degree was introduced as a new flexible and work-based qualification that will equip people with the skills needed for future jobs. The new qualifications were

introduced in 2000 by DfES who released the following statement:

“Foundation Degrees will raise the value of vocational and technical qualifications

making them an attractive first choice for many students. A two year route to a degree

with high market value because of its focus on employability will offer a new option for

people, both young and mature, who do not feel that a traditional, three year honors degree is right for them.”

Foundation degrees have therefore been introduced to provide graduates who are

needed within the workforce to address shortages in particular skills. They are a major feature of governments widening participation and intermediate professional skills

strategies.

The joint statement issued through HPC for AHP professional bodies on Foundation

Degrees for support Workers ( November 2004), states that the emphasis should be on

foundation degree programmes leading to stand-alone qualifications associated with specific roles within the NHS Career Framework. They also state that the foundation

degree should offer the possibility of progressing onto a health-related degree

programme.

Foundation Degrees therefore appear to be supporting and enabling the concept of the

Skills Escalator, both for progression within the NHS Career Framework and also in the

wider perspective of enabling access to other degree programmes outside ‘health’. Skills for Health have recently consulted on a Foundation Degree Framework (FDF) for the Health Sector. Although the FDF has yet to be confirmed, it would suggest that Foundation Degrees should include a core set of skills and competences with specialist subjects being taken as options. This approach has several advantages including:


Appendix 8


Reducing the number of new Foundation Degrees being developed which may not be cost-effective to implement or viable in terms of student numbers.

An aspiration that the credits accumulated as part of a Foundation Degree will be transferable across educational institutions.

A common element within all Foundation Degrees would enable individuals to change speciality without having to complete a full Foundation Degree – they would only have to achieve the specialist unit(s).

A limited number of programmes and providers would facilitate a more consistent approach in terms of employer involvement, quality assurance, work based learning and assessment.

The Teaching PCT working with the Health community has led a programme of work over the last 18 months, to develop a FD to be delivered by Boston College and validated by the University of Lincoln. The core part of the curriculum meets that suggested by Skills for Health and offers optional units to cover Children & Family Health, Older People, Emergency Care and Mental Health/Rehabilitation. Foundation Degrees should have a flexible entry route in line with the Skills Escalator and work based learning should form the majority of the programme. Therefore the requirement for clinical placements and workbased mentors will need consideration. There needs to be a debate locally about the Assistant Practitioner competences that can be delivered through the Lincolnshire University/Boston College proposed Foundation Degree and how the educational needs of other Assistant Practitioner roles e.g. radiography, surgery etc are met. Summary Currently Foundation Degrees are not part of Trent’s commissioning strategy. However, the impact of Assistant Practitioners may affect the future pre-registration commissioning requirements for Lincolnshire. This view is supported by the Workforce Review Team National Workforce Recommendations for 2006/07. LWMS will inform Trent MPD of its commissioning requirements as opportunities arise to renegotiate contracts so that Foundation Degree places are contracted for with an agreed framework for supporting organisations and individuals whilst in training; this could potentially include salary replacement costs, student fees and mentor support in the workplace. Trent MPD is looking to establish a forum for Assistant Practitioner developments, this will enable Lincolnshire Health and Social Care Community to inform the MPD Assistant Practitioner Framework and contribute to funding decisions. Assistant Practitioner developments need to be based on a review of the skill mix in light of the future shape of the service, workforce supply, service demand and should be part of a comprehensive workforce plan which addresses the service priorities. A Lincolnshire framework for Advanced Practice is under development and is intended to ensure that the roles are complementary and that the appropriate patient pathways and protocols are in place.


Appendix 8

Appendix 9


Appendix 9

Assistant Practitioner Development Day Agenda

The Development of the Assistant Practitioner Role withinLincolnshire Partnership Foundation Trust

5th June 2008

8.45 Refreshments /Registration

9.15WelcomeTrust perspective of the role of Assistant Practitioners

CEO/Exec Team

9.35Assistant PractitionersNational OverviewLocal Application to date

Helen Smith

9.55Group Exercise‘The Assistant Practitioner role will assist in delivering aservice-user led, high quality service’

10.30 Break

10.50Group Exercise‘Defining the role and scope of Assistant Practitionerswithin your clinical area’

11.30 Feedback

11.45Our experience of implementing the AssistantPractitioner role within a Mental Health setting

TBC

12.15 Next steps Shirley Wilkins

12.30 Questions?

12.45 Lunch


Appendix 9

Group Exercise 1

The assistant practitioner role will assist in delivering a service user-led, highquality service

How could the assistant practitioner supporto Crisis resolutiono Discharge planningo The development of advanced practitionerso Self-care/self managemento Patient centred careo Improved clinical outcomeso Multi-disciplinary team working


Appendix 9

Group Exercise 2

Defining the roles and scope of Assistant Practitioners within your clinicalareas

Using the case studies that are specific to your relevant areas:o Conduct a service user walk-through of your service areao What inputs would they need (do not describe in terms of roles)o What could an assistant practitioner do?


Appendix 9

Appendix 10


Appendix 10

Recruitment Guidance

Improving Health, Improving Services 1 Produced – February 2009

Recruitment Guidance for Managers

1. Introduction

This revised guidance sets out responsibilities for Recruitment Services, managersand staff within NHS Lincolnshire in relation to recruitment and associatedprocesses.

As ‘Establishment Controls’ have now been put in place, additional information isrequired during ‘Pre-requisite Activity’, to ensure that ESR is maintained in astructured and timely manner. Please see attached form ESR WKSF1. Whenrecruiting to a post that has been previously occupied, it will be the AppointingManagers responsibility to include the details of the previous/current post-holder onthe RF1. When recruiting to a ‘new post’ it is essential that all of the finance detailshave been completed, including the ‘source of funding’ and ‘recurring money’ fields.

Failure to include the correct information on the RF1 will result in delays in the postbeing advertised.

2. Process

There are two main areas of activity, these are broken down by activities that needcompleting prior to submitting the RF1 and activities that are undertaken followingsubmission of the RF1.

The first process map outlines the ‘Pre-requisite Activity’ for recruitment and coversevery stage that must be completed prior to submitting the RF1 to RecruitmentServices. If all of the required information is not received at the same time as theRF1, there are likely to be delays in the recruitment process. The RF1 must clearlyidentify the appropriate Cost Centre and Expense Code, see attached amended RF1.

The second process map outlines the six discrete stages for the recruitment processand identifies stage and/or activity ownership as well as the number of days tocomplete this stage and/or activity. It will also identify what paperwork/electronicforms require completion, who completes them and where they go.

3. Additional Information

If any additional information is required, please contact:………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………


Appendix 10



Appendix 10



Appendix 10


Appendix 11

Appendix 11Interview Questions for

Assistant Practitioners

Assistant Practitioner Interview Questions

1. Why did you want to become an AP?

2. Explain what you think the difference is between an HCA and AP?

3. What effect can you have as an AP?

4. If you are successful today what do you think your short term and long term development needs will be to become an AP. What is your preferred learning style?

5. What do you feel are your strengths and in what areas would you need

support?

6. Please give an example of effective team work in which you have been involved or observed

7. If you were asked by a Dr or senior colleague to undertake a task you

have never done before what would you do and why?

8. Please give examples of how you use IT at work

9. What are your development needs in terms of IT to support your learning?

10. What access do you currently have to IT facilities at home and at work

for personal study?

AP Interviews - Facilitated Group Discussion

Please consider the following statements: Is the role of the AP important in today’s NHS? What are the benefits of the AP role to patient care? What are the benefits of the AP role are to ward/dept teams? In your group develop a short presentation to feedback your ideas/answers


Appendix 11

Design & Artwork • Gallery Graphics • Derby Hospitals NHS Foundation Trust • G10834/03.10 [email protected] • 01332 787677

East Midlands Assistant Practitioner Project

